H"il'!i'i 


Southern  Branch 
of  the 

University  of  California 

Los  Angeles 

Form  L-1 

HV 


This  book  is  DUE  on   the  last  date  stamped 


bel 


ow 


WAR 


2  ? 


JUN  1 7  llli 
WAR?     1952 

an  n  .^   ^  AJAR  8     ftko 

IViAR  3 1 195, 

MAR  3 


{^%m 


DECS 

ERLIE 


1965 

iNniRLIBRJBY  L0AJ7S 

ms 


FOUR  WEEKS 


OAlt  Oi- 


•*tCci^ 


KJUR  WEEKS  t-KUM  UAlk  t^r  «£WUr4 
NON-REN  EWARLE 

\  3  '96f 


L-9-5/()-7,'22 


'    * 


^  X 


i£ 


05 


72 


REVOLUTIONARY  RADICALISM 

ITS  HISTORY,  PURPOSE  AND  TACTICS 

WITH  AN  EXPOSITION  AND  DISCUSSION   OF  THE  STEPS  BEING 
TAKEN  AND  REQUIRED  TO  CURB  IT 

BEING  THE 

REPORT   OF   THE    JOINT    LEGISLATIVE    COMMITTEE 

INVESTIGATING  SEDITIOUS  ACTIVITIES,  FILED 

APRIL    24,    192C,    IN    THE    SENATE    OF 

THE  STATE  OF  NEW  YORK 


PART  !I 


CONSTRUCTIVE  MOVEMENTS  AND  MEASURES 

IN  AMERICA 

VOLUME  IV 


-"  ,'.  •'•  Mi    .'. 


1        •» 


•.'  -''  ]'/'  ]'',     •'^  ^'   '*'•  '■'''■  ''    ''^'. 


ALBANY 

J.    B.    LYON    COMPANY.    PRINTERS 

1920 


•      «  c  •  • 


•    •       c 


TABLE   OF  CONTENTS 


VOLUME   IV 


PART  II  — Continued 


SECTION  III  —  Continued 
BXTB-BECTION   III  —  Continued 

CHAPTER  XII  PAGE 

Civic    and    Dtlier    Organizations^ — Statements    from    Representative 

Organizations    3141-3293 

1.  Alliaiue  Israelite  Universelle 3141-45 

2.  American   Defense   Society    3145-47 

3.  American  Federation  of  Labor 3147-48 

4.  American  Jewish  Committee    3148-60 

5.  American  Legion   3160 

6.  American  Red  Cross  3161-68 

7.  American  Rights  League  3169 

8.  Boy  Scouts  of  America   3169-72 

9.  Bureau  of  Jewish  Education 3172-75 

10.  Carnegie  Foundation    3175-78 

11.  Chamber  of  Conunerce  of  the  State  of  New  York 3178-84 

12.  Chinese  Consolidated   Benevolent  Association 3185 

13.  Community  Councils  of  New  York  City 3185-86 

14.  Constitutional  League   3186-89 

15.  Cooper  Union   3189 

16.  Federation  of  Galician  and  Bucovinian  Jews  of  America ....    3189-96 

17.  Finnish  Educational  Association  of  Manhattan 3196-97 

18.  Girl  Scouts   3197-99 

19.  Hebrew  Sheltering  and  Immigrant  Aid  Society  of  America.  .3199-3202 

20.  Hungarian  -Society  of  Xew  York 3202-03 

21.  Immigrant  Publication  Society   3203-29 

22.  Irish  Emigrant  Society   3229 

23.  Italian  Bureau  of  Public  Information 3230 

24.  Japanese  Association,  Inc 3231 

25.  Japanese   Christian   Institute,  Inc 3231-33 

26.  Jewish  Welfare  Board    3234-38 

27.  Knights  of  Columbus 3238 

28.  League  for  the  Liberation  of  Carpatho-Russia 3238-39 

29.  Maedchenheim-Verrein    3239 

30.  National  Association  of  Manufacturers 3239 

31.  National  Herald    3239-40 

32.  National  League  of  Women  Workers 3240 

33.  National   Liberal   Immigration  League 3240-49 

34.  National  Security  League   3249-68 

35.  New  York  Community  Chorus 3268-69 

36.  New  York  Kindergarten  Association 3269-72 

37.  New  York   State  Federation  of  Labor 3273 

38.  Pan-Hellenic  Union  in  America 3273-74 

39.  Patriotic  Education  Society   3274 

40.  People's  Institute  of  New  York 3275-79 

[iiil 


iv  Contents 

CHAPTf^R  XTT 

Civic  anrl  Other  Organizations  —  Continued:  PAGE 

41.  Polish  National  Alliance   3279 

42.  RuHHian  Collegiate  Institute 3279-82 

43.  Russian  Economic  I>eague .''i282 

44.  Society  for  Ethical  Culture .'5282 

45.  Society  for  Italian  Immigrants 3282-92 

46.  United   Textile  Workers  of  America 3292 

47.  Woman  Suffrage  Society  3292  -93 

CHAPTER  XTTI 

Colleges  and   Universities    3294 

1.  Testimony  of  College  Representatives 3294-99 

a.  Adelphi    3294-95 

b.  Columbia    3295-98 

c.  New  York  University    3298-99 

2.  Communications  from  Educators 3299-3330 

a.  Adelphi   3299-3300 

b.  Alexander  Hamilton   Institute    3300-02 

c.  Alfred  University   3302 

d.  Barnord  CoUege   3302-03 

e.  liiooklvn  Training  School  for  Teachers 330.3-04 

f .  College  of  the  City  of  New  York 3304-06 

g.  CJolumbia  University   3306-11 

h.  Cornell  University   3311 

i.  Hunter  College    3311-12 

j.  Jewish  Theological  Seminary  of  America 3312-14 

k.  Keuka  College 3314 

1.  New  York  School  of  Social  Work 3314-16 

m.  St.  Francis  Xavier 3316-17 

n.  St.   Stephen's  College    3317 

o.  Syracuse  University 3317 

p.  Teachers  College  3317-28 

q.  Union  College   3328-29 

r.  Yonkers  Training  School  for  Teachers 3329-30 

CHAPTER  XIV 

Technical  Schools  3331-34 

1.  P.aron  de  Hirsch  Trade  School 3331 

2.  Bedlitz  School  of  Languages   3331-32 

3.  General  Society  of  Mechanics  and  Tradesmen  School 3332-33 

4.  Hebrew  Technical  Institute    3333 

5.  Hebrew    Technical    School    for    Girls 3333-34 

6.  New  York  Trade  School 3334 


SUBSECTION    IV 
Citizenship  Training  in  all  States  Other  than  New  York 

CHAPTER  I.     Alabama 

1.  State  Legislation  —  Compulsion  for  Minors   3346-49 

2.  State  lyegislation  —  Compulsion  for  Minors  of  Employment  Age.  3349-59 

3.  State  Legittlation  —  English  Language    3359 

4.  State  Legislation  —  Providing  Facilities  for  Adults 3359-61 

5.  State  Legislation  —  Providing  Facilities  for  Negroes 3361-65 

6.  State  Legislation  —  Regarding  Teachers   3365-68 

7.  Special  Legislation    3368-69 

8.  Letter  from   State  Superintendent 3369 

9.  Tuskegee  Institute 3369-3403 


Contents  v 

CHAPTER  II.     Arizona  page 

1.  State    Legislation  —  CompuLsion    for    Minors 3404 

2.  Slate  Lop;isliition  —  Coiii])ulsion  for  Minors  of  Employment  Age.  3404  06 
.1.  State  Legislation  —  The   Flag    34(Ki-08 

4.  State  Legislation  —  Patriotic  Exercises    340S 

5.  Letters  from  Superintendent  of  Public  Instruction   3408-09 

6.  Letters  from  Superintendent  of  Schools,  Phoenix    3409- 

CHAPTER  III.     Arkansas 

1.  State  Legislation  —  Compiilsion  for  Minors  of  Employment  Age.  3410 

2.  State  Legislation  —  Compulsion  for  Minors  between  16  and  21  .  .  .  3410 

3.  State  Legislation  —  English  Language 3410 

4.  Letter  from  Superintendent  of  Public  Instruction 3411 

CHAPTER  rv.     California 

1.  State  Legislation  —  Compulsion   for  Minors    3412-13 

2.  State  Legislation  —  Patriotic   Measures    3413 

3.  State  Legislation  —  Flags 3413-14 

4.  State  Legislation  —  English  Language    3414 

5.  State  Legislation  —  Teacher  Requirements 3414 

6.  State  Legislation  —  Teachers   3414-15 

7.  Illiteracy    in    California    3415 

8.  Immigrants  in  Los  Angeles 3416-21 

9.  Suggestions  for  Speakers  on  Americanization 3421-25 

10.  Outlines  for  Sj)eakers  on  Americanization 3425-33 

11.  Organization  of  Americanization  Work  for  California 3433 

12.  Citizcnsiiip   Training  Through  Public  Schools — Civic  Center  Law  3433-34 

13.  Citizenship  Training  Through   Industries    3435 

14.  Citizenship  Training  Through  Women's  Clubs 3435 

15.  Citizenship  Training  Through  Visiting  Teachers 3436-49 

16.  Letter  from  State  Commission  of  Immigration  and  Housing....  3449-51 

CHAPTER  V.     Colorado 

1.  State  Tjcgislation  —  Compulsion   for   Minors 3452-53 

2.  State  Legislation  —  Flags   3454-55 

3.  State  Legislation  —  English  Language    3455 

4.  Citizenship  Training  Program   3455-57 

CHAPTER  VI.     Connecticut 

1.  State  Legislation  —  Minors  of  Employment  Age 3458-59 

2.  Population  Figures 3459 

3.  Letter   from  Americanization   Director 3459 

4.  Letter   from  New   Britain   Superintendent 3460 

5.  Duties  of  a  liocal  Director  of  Americanization 3460-62 

6.  Americanization    Work    in    Rural    Communities 3462-64 

7.  Americanization  Work   for  Religious  Bodies  and  Through  Paro- 

chial  Schools    3464-66 

8.  Americanization   in  Industry    3466-67 

9.  Manufacturers  Association  of  Connecticut 3468-80 

10.  Americanization  Work  for  Women  and  Women's  Organizations.  3481-82 

CHAPTER  VII.     Delaware 

1.  State  Legislation  —  Compulsion  for  Minors 3483-86 

2.  State  Legislation  —  English   Language    3486 

3.  Letter  from  Commissioner  of  Education 3487-88 

4.  State  Policy  on  Americanization 3488-3522 

a.  Need  of  Amcritaui/.ation    3489-94 

b.  Survey  of  the  Field    3494-96 

c.  Census  of  Aliens  3496-3501 


vi  Contents 


PAGE 

d.  Industrial  Americanization    3501-0& 

e.  Training  Course  for  Teachers ...  3509-13 

f.  Night  School  Campaign    3513-14 

g.  Americanization  Schools 3514-lP 

h.  "  Emergency  "  English  Schools  3516-19 

i.  Racial  Cooperation  3519 

j.  Proposed  State  Legislation    3519-22 

6.  Bulletin  of  the  Service  Citizens  of  Delaware 3523-3615 

a.  Historical  Introduction  3524-29 

b.  Purpose  of  Program    3529-30 

c.  Creation  of  Committees 3530-36 

d.  Preliminary  Education  Work   3536-37 

e.  Getting  the  Immigrant  into  the  School 3538-42 

f.  The  Xight  School  Experiment  —  Organiziilioii 3542-45 

g.  Classroom  Instruction   3545-.52 

h.  Preparation  for  Citizenship    3552-55 

i.  Attendance   3555-62 

j.  Interpretation  of  America 3562-68 

k.  Plans  for  Future  Work 3569-70 

1.  Appendix    3570-3615 

CHAPTER  VIII.      FioRiDA 

1.  State  Legislation  —  Compulsion  for  Minors   3616-18 

2.  State  Legislation  —  Flags 3618 

3.  Letter  from  Superintendent  of  Public  Instruction 3618 


CHAPTER   IX.      Georgia 

1.  State  Legislation  —  Compulsion  for  Minors  3619-22 

2.  State  Legislation  —  Minors  of  Employment  Age 3622 

3.  Letters  from  Educators   '. 3622 

CHAPTER  X.     Idaho 

1.  Letter  from  Commissioner  of  Education 3623 

CHAPTER  XL     Illinois 

1.  State   Legislation  —  Compulsion   for   Minors   and   for   Minors   of 

Employment  Age  3624 

2.  State  Legislation  —  Minors  of  Employment  Age 3624-28 

3.  State  Legislation  —  English  Language    362S-29 

4.  Letter  from  Wilson  &  Company,  Chicago 3629-30 

5.  Recommendations  of  Educators   3630-31 

CHAPTER  XII.     IxniANA 

1.  State  Legislation  —  Compulsion  for  Minors  3632-34 

2.  State  Legislation  —  Flags     3634-35 

3.  State  Legislation  —  Partiotic   Exercises    .SG35 

4.  State  Legislation  —  English   Language    36.'15-37 

5.  Citizenship  Training  Through  Public  Schools 3637-38 

6.  Letter  from  State  Superintendent  of  Public  Instruction 3638 

CHAPTER  XIII.     Iowa 

1.  State  Legislation  —  Compulsion   for   Minors    3639-40 

2.  State  Legislation  —  Patriotic   Measures    3640-41 

3.  State  Legislation  —  Flags     3641 

4.  State  Legislation  —  English   Language    3641-42 

5.  Citizenship  'i'raining  Tlirough  Public  Schools   3642-44 

6.  Citizenship  Training  Through  Industries   3644 

7.  Letter  from  Superintendent  of  Public  Instruction 3644 


CoiS'TP:NTS  vii 

CHAPTER  XIV.     Kansas  page 

1.  State  Legislation  —  Compulsion  for  Minors   3645-46 

2.  State  Legislation  —  Minors  of  Employment  Age 3646-47 

3.  State  Legislation  —  Patriotic    Measures 3647 

4.  State  Legislation  —  Flags   3647-40 

5.  State  Legislation  —  English  Language    3650-51 

6.  State  Legislation  —  Facilities  for  Adults   3651 

CHAPTER  XV.    Kentucky 

1.  State  Legislation  —  Compulsion  for  Minors 3652 

2.  State  Legislation  —  Compulsion    for  Minors  of  Employment  Age.  3652-53 

3.  Citizenship  Training  Through  Public  Schools ' 3653-54 

4.  Letter  from  Louisville  Courier-Journal  Job  Printing  Company..  3654 

5.  Recommendations  for  Citizenship  Training '. .  .  3655 

CHAPTER  XVI.     Louisiana 

1.  State  Legislation  —  Compulsion  for  Minors 3656-58 

2.  State  Legislation  —  Patriotic  Measures 3058-61 

3.  State  Legislation  —  English  Language 3661 

4.  State  Legislation  —  Facilities  for  Adults 3061 

5.  State  Legislation  —  Teachers   3662 

6.  Letter  from  State  Superintendent 3662 

CHAPTER  XVII.    Maine 

1.  State  Legislation  —  Compulsion  for  Minors 3663-64 

2.  State  Legislation  —  Minors  of  Employment  Age 3664-65 

3.  State  Legislation  —  Flags   3665 

4.  State  Legislation  —  Americanization   3666 

5.  Proposed  Legislation 3666-67 

6.  Letter  from  State  Superintendent  of  Public  Schools 3637-68 

CHAPTER  XVIII.     Maryland 

1.  State  Legislation  —  Compulsion  for  Minors  and   Minors  of  Em- 

ployment Age 3669 

2.  State  Legislation  —  Patriotic  Measures  3670 

3.  Letters  from  Superintendent  of  Education 3670-71 

CHAPTER  XIX.    Massachusetts 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Em- 

ployment Age 3672-73 

2.  State  "Legislation  —  Compulsion  for  Minors  of  Employment  Age.  3673-76 

3.  State  Legislation  —  Flag -'^676 

4.  State  Legislation  —  English  Language 3676-77 

5.  Citizenship  Training  Through  Public  Schools 3677 

6.  Citizenship  Training  Through  Public  Library 3677 

7.  Letter  from  State  Supervisor  of  Americanization _3678 

8.  Americanization  Letter  No.  1 367S-81 

9.  Report  of  Committee  on  Teacher  Training  in  Americanization .  .  3682-86 

10.  Points  for  Workers  in  Americanization 3686-89 

11.  Letter  to  School  Superintendents 3690 

12.  Plans  for  Education  of  Adult  Immigrants 3690-93 

13.  Letter  from  Boston  University 3693-94 

14.  Citizenship  Training  Throueh  Industries 3694-3708 

15.  Letter  from  Y.  M.  C.  A.,  New  Bedford 3708-09 

16.  Recommendations     3709-10 


viii  Contents 

CHAPTER  XX.    Michigan  page 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Em- 

ployment Age   3711-12 

2.  State    Legislation  —  Patriotic    Measures 3712 

3.  State    Legislation  —  Flags     3713 

4.  State    Legislation  —  English    Language 3713 

5.  Letter   from   Superintendent   of   Public   Instruction 3713 

6.  Detroit    Campaign    3714-15 

7.  Citizenship   Training   Through   Industries 3715-25 

CHAPTER  XXI.     Minnesota 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Em- 

ployment Asfe    3726-27 

2.  State  '  Legislation  —  Flags     3727-28 

3.  State    Legislation  —  English    language 3728 

4.  Citizenship   Training  Through   Public   Schools 3728-29 

5.  Letter  from  Deputy  Commissioner  of  Education 3729 

6.  St.    Paul    Association     3729-30 

7.  St.   Paul  Americanization  Committee ^ . .  .  .  3730 

8.  University    of    Minnesota 3730-57 

CHAPTER  XXII.     Mississippi 

1.  State    Legislation  —  Compulsion    for    Minors 3758-61 

2.  Letter   from   Assistant   Superintendent   of   Public   Education....  3761 

3.  Citizenship    Training    Through    Public    Schools 3762-63 

CHAPTER  XXIII.     MissouBi 

1.  State    Legislation  —  Compulsion    for    Minors 3764 

2.  State  Legislation  —  Compulsion  for  Minors  of  Employment  Age .  3765-66 

3.  Citizenship   Training  Through   Public   Schools 3766 

4.  Citizenship  Training  Through  the  Y.  M.  C.  A 3767-88 

CHAPTER  XXIV.     Montana 

1.  State  Legislation  —  Compulsion  for  Minors  of  Employment  Age.  3789-91 

2.  State    Legislation  —  Flags     3791 

3.  Citizenship  Training   Through  Public   Schools 3792-93 

CHAPTER  XXV.     Nebraska 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Em- 

ployment   Age     3794-96 

2.  State    Legislation  —  English    Language 3796 

3.  Letters  from   State   Superintendent  of  Public   Instruction 3797 

CHAPTER  XXVI.     Nevada 

1.  State  Legislation  —  Compulsion  for  Minors 3798-3805 

2.  State  Legislation  —  Compulsion  for  Minors  of  Employment  Age.  3805-08 

3.  State   Legislation  —  Flags    " 3808-09 

4.  State  Legislation  —  Facilities   for   Adults 3809-10 

5.  State    Legislation  —  Teacher    Requirements 3811-13 

6.  Citizenship   Training  Through   Public   Schools 3813-14 

7.  Letter  from  Superintendent  of  Public   Instruction 3814 

8.  Quotations  from  Nevada  Education  Bulletin 3814-16 

CHAPTER  XXVII.    New  Hampshire 

1.  State  Legislation  —  Minors   Between   16   and  21 3817 

2.  State    Legislation  —  Adults    3817 

3.  State    Legislation  —  English    Language 3818 

4.  Citizenship  Training  Through  Public   Schools 3S18-19 

5.  Appropriation    for    Citi:'.en.ship    Training 3819 

6.  Letter  from  Deputy  Commissioner  of  Education 3819-22 


Contents  ix 


PAGE 

7.  Tentative  Course  for  the  Teaching  of  Ehiglish  to  New  Americans.  8822-51 

a.  Introduction     3822-24 

b.  Beginners'    Course    3824—35 

c.  Intermediate    Course     3835-43 

d.  Advanced    Course    3843-47 

e.  Suggested   List   of   Books 3847-51 

8.  Teaching   of   English   Language   in   Public.    Parochial   and    Other 

Private    Schools,    and    to   non-English    Speaking   Adults.  .  3851-72 

a.  Some    Steps    Already    Taken 3851 

b.  Foreword    .' 3851-52 

c.  Correspondence    with    Bishop 3852-58 

d.  Report  of  Conference  on  Evening  Schools 3858 

e.  Impression  of  a  Going  Concern 3858-59 

f.  Manchester's    Program     3860-62 

g.  Bishop's  Letter  to  the  Clergy  of  his   Diocese 3862-65 

h.  Editorial    from    Xew    Hampshire    Newspapers 3865-67 

i.   How   It  Works  Out 3867-68 

j.   Resolutions  of  New  Hampshire  Federation  of  Labor 3868-70 

k.  Resolutions  of  New  Hampshire  Manufacturers'  Association  3870 

1.   Resolutions   of  the  Association   Canado   Americaine 3871 

m.  Committee    on    Americanization  —  Personnel 3872 

9.  Citizenship   Training   Through   Industries 3872-73 

10.  Citizenship    Training  —  Teachers    3873-74 

11.  Recommendation  of  President  of  Dartmouth  College 3874-75 

CHAPTER  XXVIII.    New  Jeesey 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Em- 

ployment   Age     3876-79 

2.  State  Legislation  —  Patriotic  Measures    3879-81 

a.  Service    Flag    3879-80 

b.  Junior    Red    Cross 3880 

c.  Special    Courses     3880-81 

3.  State    Legislation  —  Flags 3881-82 

4.  Need  of  Americanization  in  New  -lersev 3882-83 

5.  Citizenship  Training  Through   Public   School? 3883-84 

6.  Teacher    Requirements     3885 

7.  Appropriation    for    Citizenship    Training 3885 

8.  Citizenship   Training   Through   Industries 3886-87 

CHAPTER  XXIX.     New  Mexico 

1.  State    Legislation  —  Facilities   for    Minors    and    Minors   of    Em- 

plovment    Age     3888-89 

2.  State  '  Legislation  —  Flags     3890 

3.  State    Legislation  —  English    Language 3890 

4.  Letter  from  Superintendent  of  Education 3890 

5.  Citizenship  Training  Through   Public   Schools 3890-91 

6.  "Americanization    Day"    Bulletin  —  (Roosevelt   Memorial) 3891-3901 

CHAPTER  XXX.     North  Cabolina 

1.  State    Legislation  —  Facilities    for    Minors 3902 

2.  State    Legislation  —  Facilities    for    Minors    and   Minors    of    Em- 

ployment   Age     3902-05 

3.  State  'Legislation  —  Facilities   for   Adults 3906-09 

4.  How  to  Organize  and  Conduct  Community  Schools  for  Adults..  3909-12 

5.  Letter   from   State  Department  of  Public   Instruction 3912 

6.  Citizenship   Training   Through   Women's   Clubs 3912-46 


X  Co^' TENTS 

CHAPTER  XXXI.    North  Dakota  page 

1.  State    Legislation  —  Facilities    for   Minors    and    Minors    of    Em- 

ployment   Age     3947-48 

2.  State  "Legislation  —  Facilities   for  Adults 3949-51 

3.  Letter  from  State  Superintendent  of  Public  Instruction 3951 

CHAPTER  XXXII.     Ohio 

1.  Citizenship    Training   in    Akron 3952-72 

a.  Letter  from   Director  of  Americanization 3952 

b.  Organization  and  Administration  of  Americanization  School3953-57 

c.  Methods   of  Teaching  English  in  Americanization  Schools.    3957-62 

d.  Training    of    Teachers    and    Supervision    of    Instruction    in 

Americanization    Schools    3962-67 

e.  How  Americanization   Program  Reaches  Foreign-Born  Wo- 

man   and    Her    Home 3968-72 

2.  Citizenship  Training  in   Cincinnati 3972-73 

3.  Citizenship   Training    in    Cleveland 3973-88 

a.  Letter  from  Assistant   Superintendent  of  Education 3973-74 

b.  Report   of   Committee  on   Education   of   Chamber   of   Com- 

merce         3974-88 

4.  Citizenship   Training   in    Columbus 3989^016 

a.  Letter  from   Inspector  of  Teacher  Training 39S9-90 

b.  Letter  from  Ohio  Institute  for  Public  Efficiency ;  3990 

c.  What    Is    Americanization  ? '. 3990-93 

d.  Practical     Americanization     Program 3993-97 

e.  English   Speech   for   Foreign   Tongues 3997-4007 

f .  Teaching   English   to   Immigrants 4007-16 

5.  Report  of  Council  of  National  Defense 4016-36 

6.  Americanization    in    Industries 4037-^3 

7.  Americanization    Through    Public    Library 4044-50 

CHAPTER  XXXIII.     Oklahoma 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Em- 

ployment   Age 4051 

2.  State    Legislation  —  Patriotic    Measure 4051-52 

3.  State    Legislation  —  Flag     4052 

4.  State    Legislation  —  English    Language 4052-53 

5.  Citizenship  Training  Through   Public   Schools 4053 

CHAPTER  XXXIV.     Oregon 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Em- 

ployment   Age     4054-57 

2.  State  '  Legislation  —  Flags    4057 

3.  State    Legislation  —  English    Language    4058 

4.  Recommendation   for   Citizenship   Training   Course 4058 

5.  State  Legislation  Providing  Facilties  for  Adults 405S-59 

6.  Letter  from   Superintendent   of  Public  Instruction 4059 

CHAPTER  XXXV.     Pennsylvania 

1.  State  Legislation  —  Compulsion   for  Minors  and  Minors  of  Em- 

ployment   Age     4060 

2.  State  "Legislation  —  Compulsion  for  Minors  of  Employment  Age.  4061 

3.  State  Legislation  —  Patriotic  Measures    4062 

4.  State   Legislation  —  Flags    4062 

5.  State  Legislation  Providing  Facilities  for  Adults 4062-65 

6.  Letter  from  State  Superintendent  of  Public  Instruction 4065 

7.  Citizenship   Training   Through   Industries 4066 


Contents  si 

CHAPTER  XXX\a.    Rhode  Island  page 

1.  State   l.e?islntinn  —  Compulsion   for   Minors 4067-68 

2.  State   Legislation  —  Minors   of   Employment   Age 4068-69 

3.  State    Legislation  —  Patriotic    IMeasnres    4070-71 

4.  Act    to    Promote    Americanization 4072-81 

5.  Letter  from  General  Fire  Extinguisher  Company 4082 

CHAPTER  XXXVII.     South   Carouka 
1.  Letter  from  Superintendent  of  Education 4083 

CHAPTER  XXXVIII.     South  Dakota 

1.  State  Legislation  —  Compulsion   for  Minors   and  Minors  of  Em- 

ployment   Age    4084 

2.  State  Legislation  —  Compulsion  for  Minors  between  16  and  21.   4084-86 

3.  State    Legislation  —  Patriotic    Measures    40S6-87 

4.  Americanization    of    South    Dakota 4087-4110 

a.  South    Dakota's    Creed 4087-88 

b.  Goal   of   Americanization    Training 40SS-90 

c.  Act  to  Promote   Americanization 4090-93 

d.  What   Americanization    Is    4093-95 

e.  What   Americanization   Is   Xot 4095-96 

f.  Reasons   For   Americanization   Work 4096-98 

g.  Who   Can   Help  In   Americanization  Work 4098-4101 

h.  Justification  of  South  Dakota  Americanization  Law 4101-02 

i.  Americanization    Work     4102-09 

j.  Speech  of  Hon.   Franklin  K.   Lane 4109-10 

CHAPTER  XXXIX.     Tennessee 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Em- 

ployment   Age     4111-12 

2.  State   Legislation  —  Teacher   Requirements    4112 

CHAPTER  XL.     Texas 

1.  State  Legislation  —  Compulsion   for  Minors 4113-14 

2.  State    Legislation  —  Flags     4114 

3.  Letter  from  State  Superintendent  of  Education 4114 

CHAPTER  XLI.     Utah 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Em- 

ployment Age    4115-16 

2.  State   Legislation  —  Compulsion   for   Adults 4116-18 

3.  Letter  from  Assistant  Superintendent  of  Public  Instruction....         4119 

4.  Letters   from   Director   of   Americanization 4120 

CHAPTER  XLII.     Vermont 
1.  Letter   from    Commissioner    of    Education 4122-23 

CHAPTER  XLIII.     Virginia 

1.  State   Legislation -- Compulsion  for  Minors 4123 

2.  State    Legislation  —  Flags     4124 

3.  State  Legislation  Providing  Facilities  for  Adults 4124-25 

4.  Letter  from  State  Board  of  Education 4125 

5.  Hampton    Institute    4126-37 


xii  Contents 


CHAPTER  XLIV.     Washington  page 

1.  State  Legislation  —  Directors     4138 

2.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Em- 

ployment   Age     4138-30 

3.  State  Legislation  —  Patriotic  Measures    413fl 

4.  State  Legislation  —  Flaga     4139 

5.  State  Legislation  —  Patriotic   Exercises    4140 

6.  State  Legislation  —  English  Language    4140 

7.  State  Legislation  —  Teacher    ^^equirements    4140-41 

8.  Citizenship   Training   Through   Industries 4141-44 

9.  Constitutional   Government   League   Speeches 4145-51 

CHAPTER  XLV.     WEst  Vibginta 

1.  State  Legislation  - —  Compulsion   for  Minors 4152-53 

2.  State  Legislation  —  Compulsion  for  Minors  of  Employment  Age.  4153-54 

3.  State  Legislation  —  Flags     4154 

4.  State  Legislation  Providing  Facilities  for  Adults 4155 

CHAPTER  XLVL     Wisconsin 

1.  State   Legislation  —  Compulsion   for   Minors   and  for   Minors   of 

Employment    Age     4156-57 

2.  Report   on   Construction    4157-59 

3.  Letter   from   Superintendent   of   Public   Instruction 4160 

4.  Letters   from  University  of  Wisconsin 4160-62 

5.  Letter  from  State  Board  of  Vocational  Education 4162 

CHAPTER  XLVII.     Wyoming 

1.  State    Legislation  —  Compulsion    for    Minors 4163 

2.  State   Legislation  —  Flags    4163-64 

3.  Letter  from  Commissioner  of  Education 4164 


SUBSECTION  V 

CHAPTER  I 
Naturalization     4169-72 

APPENDIX 
jSTaturalization    Laws   and    Regulations 4173-4210 


CONTINTS  xiii 

ADDENDUM 


PART  n 

Constructive  Measures 

SECTION  I 
Protective   Governmental  Measures 

NOTE  ON  CHAPTER  I  PAGE 

Trade  Relations  With,  and  Recognition  of  Soviet  Russia 4215-22 


SECTION  II 
Organized  Labor  and  Capital  and  Industrial  Relations 

NOTE  ON  CHAPTER  V 
International  Relations   of  American   Organized  Labor 4225-40 

NOTE  ON  CHAPTER  XIII 
The  Kansas  Court  of  Industrial  Relations 4241-54 


SECTION  III 
Educational  Training  for  Citizenship 

NOTE  ON  SUB-SECTION  II 

Citizenship  Training  —  The  United  States  Government 4261 

Notes  on  Chapters  I  and  II 4261 

NOTES   ON   SUB-SECTION   III 
Citizenship    Training    in    the  State  of  New  York 

Note  on  Chapter  XIII. 

1.  Alfred  —  Alfred  University    4262 

2.  Brooklyn  —  Adelphi  College   4262-63 

3.  Brooklyn  —  Maxwell  Training  School  for  Teachers 4263-69 

4.  New  York  City 4270-76 

a.  College  of  the  City  of  New  York 4270-71 

b.  Hunter  College  of  the  City  of  New  York 4271 

c.  New  York  University    4272-74 

d.  Teachers   College    4274-76 

5.  Rochester    4276-77 

6.  Schenectady  —  Union   College    4277 

NOTES    ON   SUB-SECTION   IV 
Citizenship    Training    in  All  States  Other  Than  New  York 

Note  on  Chaper  I.                 Alabama    4278 

Note  on  Chapter  IV.  California. 

1.  State  Activities   4278-88 

2.  Sacramento    4288-89 

3.  San  Diego   4289-90 


adv  Cou-TEifTS 


PAOB 
Note  on  Chapter  V.  Colorado    4291-92 

Note  on  Chapter  VI,  Connecticut. 

1.  State  Activities   4293 

2.  Bridgeport 4293-98 

3.  Hartford    4298-99 

4.  \^■ate^bu^y 421)9-4300 

Note  on  Chapter  VII.  Dch\"A  are    4301-39 

Note  on  Chapter  X.  Idaho    4339 

Note  on  Chapter  XI.  Illinois. 

1.  Chicago    4339-41 

Note  on  Chapter  XII.  Indiana. 

1 .  Indianapolis    ' 4341-42 

2.  Evansville    4342-43 

Note  on  Chapter  XIII.  Iowa   4343-44 

Note  on  Chapter  XIV.  Kansas. 

1.  Kansas  City   4344-45 

Note  on  Chapter  XV.  Kentucky     4345 

Note  on  Chapter  XVI.  Louisiana. 

1.  State  Activities 4345 

2.  New  Orleans   4345-46 

Note  on  Chapter  XVII.         JMaine     4346-47 

Note  on  Chapter  XIX.  Massachusetts. 

1.  State  Activities    4347 

2.  Boston    4347-48 

3.  Boston  University   4348-56 

4.  The  Women's  Municipal  League  of  Boston 4356-57 

5.  Fall  River   4357-59 

6.  Lawrence    4359-64 

7.  New  Bedford  4365 

Note  on  Chapter  XX.  Michigan. 

1.  State  Activities T 4366 

2.  Grand  Rapids  4366-68 

Note  on  Chapter  XXI.  Minnesota. 

1.  University  of  Minnesota 4369 

2.  Duluth    4369-71 

Note  on  Chapter  XXIV.         Montana    4371 

Note  on  Chapter  XXV.         Nebraska. 

1.  Omaha    4371-72 

Note  on  Chapter  XXVII.       New  Hampshire   4372-73 

Note  on  Chapter  XXVIII.      New  Jersey. 

1.  State  Activities 4373-75 

2.  Newark    437.5-81 

3.  Faterson     4381-82 

Note  on  Chapter  XXXI.       North   Dakota    4382 

Note  on  Chapter  XXXII.       Ohio. 

1.  Dayton   4382-83 

2.  Youngstown    4383 

Note  on  Chapter  XXXIV.      Oregon. 

1.  Portland   4384 


Contents  xv 

Note  on  Chapter  XXXV.        Pennsylvania.  PAGE 

1.  State  Activities   ' 43S.5-03 

2.  Altoona   4.39.3-94 

3.  Erie    4394-9.5 

4.  Pittsburgh     439,5-4402 

5.  Heading 4403 

6.  Scranton   4403-18 

Note  on  Chapter  XXXVII.    South  Carolina   4418 

Note  on  Chapter  XL.  Texas. 

1.  El  Paso   4418-19 

2.  Galveston    4419-20 

3.  San  Antonio    4420-21 

Note  on  Chapter  XLII.  Vermont. 

1.  Montpelier 4421 

Note  on  Chapter  XLIII.        Virginia. 

1.  Richmond    4421 

Note  on  Chapter  XLIV.         Washington. 

1.  State  Activities   4421-22 

2.  Seattle    4422-23 

Note  on  Chapter  XLVII.        Wyoming. 

1.  State  Activities   4424 

2.  Casper    4424 

Note  on  Immigrant  Education  in  Canada 4425-28 


LIST  OF  ILLUSTRATIONS 


VOLUME  IV 

PAGE 

Christmas  Party  in.  Wilmington,  Delaware,  School,  Showing  Adaptation 

of  a  Typical  School  Room  for  Recreational  Work. 

—  Frontispiece,    Vol.    IV 

Home   class   of   Delaware   Americanization    Committee 34S8 

Normal   class   in   dressmaking 4128 

The    Hampton    battalion    4160 

Hampton  students  at  work  in  the  machine  shops 4160 

Women  taking  oath  of  allegiance  before  Justice  Beers,  Xew  York   Su- 
preme Court    4160 

[xvil 


CHAPTER  Xn 

Civic  and  Other  Organizations 


STATEMENTS  FROM  REPRESENTATIVE  ORGANIZATIONS 

1.  Alliance  Israelite  TJniverselle,  309  Broadway,  New  York  City, 
N.  Behar,  American  representative  (headquarters  in  Paris), 
March  18,  1920: 

"  In  this  country  the  officials  of  the  Alliance  work  for  the 
Americanization  of  immigrants  by  calling  on  the  latter  in 
their  homes  and  urging  them  to  attend  the  public  evening 

schools." 

A  YEAR'S  ACTIVITY  OF  THE  ALLIAXCE  ISRAELITE 

UKIYERSELLE 

Summary  of  Its  Work  iisr  the  Orient  During  1912 

Translated    expressly   for   the    "Jewish    Exponent"    by   B.    Hi 

Hartogensis 

The  year  1912  was  for  the  Alliance  a  period  of  serious  pre- 
occupation by  reason  of  the  march  of  events,  particularly  hard 
on  our  suffering  coreligionists  in  different  countries  in  the  East. 
First  in  Morocco,  the  situation  of  the  Jews  was  disquieting.  In 
the  month  of  April,  the  Jewish  quarter  of  Fez,  which  is  made  up 
of  a  population  of  10,000  souls,  segregated  without  any  defense 
or  protection,  was  prey  to  the  Cherifian  soldiers  for  a  number  of 
days.  Their  homes  were  pillaged  and  destroyed,  and  the  occu- 
pants, the  victims  of  murder  and  acts  of  violence.  A  w^ork  requir- 
ing enormous  assistance  and  relief  was  imposed  on  the  Alliance. 
This  duty  it  was  able  to  take  care  of,  aided  by  the  Israelites 
of  the  World.  For  several  weeks  it  was  first  necessary  to  pro- 
vide food  for  more  than  7,000  souls,  then  it  became  necessary 
by  advances  of  money  to  the  heads  of  families  to  procure  for  them 
means  of  earning  a  livelihood,  hereafter  to  reinstate  the  Jews 
in  their  old  quarter,  to  negotiate  with  the  French  government  to 
procure  for  them  indemnity  for  the  tremendous  damages  they 
had  suffered,  finally  to  profit  (in  a  sense)  from  this  disaster  to 
demand  that  the  Mellah,  wherein  the  thousands  of  our  co-religion- 
ists had  been  living  surrounded  bv  the  most  unfavorable  hvcrienic 
conditions,  be  enlarged  by  the  grant  of  a  large  plot  of  ground, 

[3141] 


3142     Citizenship  Training  in  the  State  of  New  Yoek 

and  to  procure  assurance  for  the  future,  so  that  the  security  of 
the  Jewish  population  rest  upon  the  favor  of  the  protectorate 
established  there  by  France;  and  to  crown  it  all,  to  have  estab- 
lished for  them  a  legal  status  shielding  them  from  injustice  and 
arbitrary  dealings.  As  the  result  of  numerous  interviews  which 
the  delegations  sent  by  the  Comite  Central  of  the  Alliance 
Israelite  Universelle  have  had  with  the  French  government  and 
with  the  French  resident  at  Morocco,  satisfaction  has  been  had 
for  all  these  different  demands  which  are  being  pressed.  In  all 
the  towns  of  Morocco  there  will  be  established  in  turn  Jewish 
political  communities,  just  like  that  at  Fez,  each  having  its  own 
linancial  budget  independent  of  the  general  receipts  of  the  town. 
This  will  make  a  very  great  change  in  the  existence  of  these 
groups  of  Jews. 

The  Jews  of  the  East  had   a  terrible   setback  in  the  recent 
Turkish  wars.     During  the  year  1912  these  events  called  for  the 
good  offices  of  the  Alliance;  the  flight  of  the  distracted  Jews  of 
Tripoli  after  the  Italian-Turkish  conflict;  in  summer,  an  earrii- 
quake  had  made  ravages  in  several   Turkish  communities,  and 
now  for  the  last  few  months,  the  Jewish  communities  of  Bulgaria 
and  Servia,  and  throughout  Turkey,  have  been  plunged  into  dire 
distress.     At   Salonica,    serious   disorders   followed   immediately 
upon  the  Greeks  taking  possession  of  the  city.     Order  has,  how- 
ever, been  re-established  little  by  little.     But  the  stagnation  of 
business,  the  never-ending  arrival  of  refugees,  Jews  coming  with- 
out resources  from  the  hamlets,  has  imposed  upon  the  Jewish 
community  charges  for  which  it  has  had  to   call  upon  philan- 
thropic   institutions    for    co-operation.      There   are    in    Salonica 
itself  about  13,000  families  who  live  in  a  verv  modest  wav,  whose 
situation  is  now  extremely  precarious.      The  relief  work  imposed 
on   them   is   enormous.      It   has   been    administered   for   several 
months  and  will  have  to  be  continued  until  peace  shall  have  been 
established.     To  Constantinople  have  come  for  refuge  more  than 
3,500  unfortunates,  whom  the  community  has  sheltered  for  weeks 
and  for  whom  thanks  to  the  money  grants  of  the  Alliance  and 
other  societies  they  provide  the  means  of  existence.     At  Adriau- 
ople,  which  has  been  cut  off  from  the  rest  of  the  world  for  months, 
and  where  there  is  locked  up  a  Jewish  population  of  more  than 
17,000  persons,  the  Alliance  has  been  able  to  provide,  and  in  the 
form  of  money  (telegi-aphed  by  wireless)  thanks  to  the  generositv 
of  the  Turkish  Minister  of  War.     The  agents  of  the  society  are 


Civic  and  Otheb  Organizations  3143 

commissioned  to  provide  for  means  of  sustenance  and  clothes 
for  the  Adrianoplitan  Jews  as  soon  as  the  city  shall  be  again 
opened  up. 

For  this  double  work  of  assistance  in  Morocco  and  in  the  East 
the  Alliance  has  had  the  gratification  to  be  able  to  count  upon  the 
solidarity  of  all  its  collaborators  and  has  already  received  about 
a  million  francs. 

The  Alliance  has  also  continued  its  work  of  providing  assist- 
ance for  the  Jews  of  Russia  to  these  committees,  notably  in 
Germany  and  Holland,  which  come  to  the  aid  of  the  immigrants 
in  transit ;  it  also  grants  subsidies  in  Russia  itself  to  a  number  of 
educational  and  philanthropic  institutions  there.  It  has  also 
granted  large  subventions  to  the  numerous  Russo-Jewish  students, 
who  are  continuing  their  studies  in  the  University  of  Europe. 

In  Roumania,  where  the  Jews  continue  to  live  outside  of  the 
law,  the  Alliance  has  participated  to  a  large  degree  in  maintain- 
ing such  impoverished  Jewish  children  as  are  allowed  to  attend 
its  schools. 

The  educational  work  of  the  Alliance  has  been  considerably 
extended  during  the  last  ten  years.  One  may  judge  of  the 
progress  of  this  work  by  the  following  statistics :  The  first  school 
of  the  Alliance  was  opened  in  1862;  in  1885,  23  years  later, 
when  the  Alliance  celebrated  the  25th  anniversary  of  its  creation, 
they  were  50  in  number;  in  1900,  the  number  had  been  doubled 
to  100 ;  in  1910,  the  society  had  143  schools,  and  at  the  beginning 
of  the  year  1913,  it  had  170  schools.  The  number  of  pupils  was 
8,200  in  1885,  25,000  in  1900,  42,000  in  1910  and  nearly  50,000 
in  1913. 

Then  the  total  annual  expense  for  pupils  has  increased  from 
620,000  francs  in  1885  to  nearly  2,000,000  francs  in  1913,  of 
which  sum  the  local  communities  contribute  half. 

When  one  examines  a  little  more  closely  the  progress  of  this 
work,  it  is  remarked  how,  little  by  little,  the  communities  of 
Turkey,  Morocco  and  Egypt  (the  Moslem  countries)  have  in 
return  made  an  appeal  for  co-operation  to  the  Allianc-e,  looking 
to  the  instruction  of  the  Jewish  youth.  One  is  struck  by  the  fact 
that  the  hesitation  and  indisposition  which  parents  by  reason  of 
fiieir  religious  or  other  scruples  felt  in  entrusting  their  children 
to  the  Alliance  has  gradually  fallen  away  and  vanished.  T*  is 
thus  that  at  Aleppo,  where  the  Alliance  schools  were  in  existence 
for  the  past  40  years,  that  they  numbered  in  1908  not  more  than 


8144     OiTizENSHip  Training  in  the  State  of  New  Yokk 

300  to  400  pupils,  whilst  the  largest  number  of  the  Jewish  youth 
vegetated  in  the  sad  and  sombre  Talmud-Torahs  or  received  no 
instruction  whatsoever.  Today  the  attendance  at  these  schools 
of  the  Alliance  has  increased  to  more  than  1,300  pupils  and  if 
there  were  resources  and  local  communities  would  lend  themselves 
to  it,  this  number  could  readily  be  increased  to  2,000. 

The  same  phenomenon  is  observed  at  Bagdad.  In  1865  the 
school  for  boys  was  opened  in  this  city,  where  there  are  45,000 
Israelites. 

During  nearly  40  years  this  school  could  only  muster  200 
pupils.  Only  in  1893  did  the  Jewish  population  accept  a  girls' 
school  and  then  it  could  only  count  100  pupils,  so  vigorous  was 
the  opposition  of  the  parents.  Today  the  girls'  school  has  80O 
pupils,  and  in  place  of  a  small  school  for  boys,  the  Alliance  has 
three  (3)  large  schools  at  Bagdad,  where  2,000  young  folks 
receive  instruction  and  preparation  to  hold  their  places  in  the 
struggle  for  life. 

Other  examples  could  be  cited  equally  interesting.  The 
scholastic  population  of  the  Jews  of  Adrianople  was  quadrupled 
after  a  fusion  was  had  between  the  schools  of  the  Alliance  and  the 
Talmud  Torah.  At  Salonica  more  than  3,500  pupils  receive 
instruction  in  the  society's  schools. 

A  long  experience  has  enabled  the  administration  of  the  Alli- 
ance to  work  out  a  program  of  studies  which,  while  fully 
inspired  with  the  most  advanced  methods  of  occidental  pedagogy, 
takes  account  in  their  applications,  of  local  prejudices  and  cus- 
toms, of  the  moral,  economic  and  political  conditions  of  each  place 
where  the  school  is  located.  So  it  is  that  in  Palestine  that 
instruction  in  Hebrew  has  a  larger  place  than  elsewhere,  that  Eng- 
lish is  taught  in  the  schools  of  Egypt,  of  near-Mesopotamia,  Eng- 
lish India,  and  Morocco,  whilst  German  is  taught  in  Turkey  in 
Europe. 

Account  is  taken  even  of  instruction  in  the  general  branches, 
as  history  and  geography;  of  the  special  exigencies  of  each 
locality  and  also  of  the  prejudices  of  the  parents.  It  is  this 
accommodation  to  local  mentality  which  has  permitted  the 
implanting  of  modern  instruction  in  cities  where  a  school  was  at 
first  considered  a  means  of  destroying  morality  and  religious 
spirit. 

As  is  well  known  in  all  the  schools  of  the  Alliance  the  impov- 
erished pupils  daily  receive  a  substantial  meal,  and  once  or  twice 
each  year  a  complete  outfit  of  clothing. 


Civio  Ain)  Othee  Okgajtizatiows  3145 

Instruction  in  manual  training,  which  is  the  complement  of 
the  work  of  instruction,  continues  to  provide  excellent  results. 
Outside  of  the  well-known  occupational  school  at  Jerusalem, 
where  six  workshops  give  a  complete  education  to  about  150 
apprentice  pupils,  the  Alliance  teaches  trades  to  boys  in  nearly  all 
the  places  where  it  has  schools.  The  Alliance  has  also  introduced 
practical  handicrafts  in  those  localities  where  such  manual  labor 
was  till  then  considered  even  a  detriment,  and  it  is  not  at  all 
rare  that  former  apprentices  who  have  become  successful  and 
established  on  their  own  account  consider  it  a  duty  to  teach,  in 
their  turn,  the  crafts  which  they  had  learned  at  the  Alliance 
schools. 

As  to  the  girls'  schools,  we  have  established  shops  where  young 
girls  of  poor  parents  may  try  to  learn  a  means  of  procuring  a 
modest  livelihood  and  become  skilled  in  sewing  and  embroidery 
and  kindred  employments. 

The  agricultural  schools  of  Mikveh  Israel,  near  Jaffa,  of 
Djedida,  near  Tunis,  continues  to  increase  the  desire  for  agri- 
cultural work  among  the  Jews.  The  graduates  are  much  sought, 
and  easily  find  places  either  in  Palestine  itself  or  in  Tunis  or  in 

Egypt. 

It  is  well  to  recall  that  at  Paris  there  are  located  seminaries 
where  the  founders  of  the  Alliance  prepare  its  future  professors 
and  teachers.  The  pupils  of  these  preparatory  schools  are 
recruited  exclusively  from  the  schools  of  the  society  in  the  Orient 
and  in  Africa.  There  are  now  85  scholars  at  the  school  for  boys 
and  80  at  the  girls'  schools. 

For  all  the  work  of  the  Alliance  there  is  required  an  annual 
expense  of  2,000,000  francs, 

2.  American  Defense  Society,  Inc.,  1133  Broadway,  New  York 
City. 

(In  Perpetuum  Memoriam) 

First  honorary  president,  Theodore  Roosevelt;  honorary  vice- 
presidents  :  Hon.  David  Jayne  Hill,  ex-Ambassador  to  Germany ; 
William  Guggenheim;  Hon.  Perry  Belmont,  vice-president,  Xavy 
League;  Charles  S.  Fairchild,  ex-Secretary  of  United  States 
Treasury;  Hon.  Charles  J.  Bonaparte,  ex-Attorney-General, 
United  States;  Henry  B.  Joy,  ex-president,  Lincoln  Highway 
Association. 


3146     CiTizEiTSHip  TEAii^iiirG  IK  THE  Statb  OF  !N"ew  YOKIK 

Executive  OfBcers. —  Charles  Stewart  Davison,  cliairmaii, 
Board  of  Trustees;  Robert  Appleton,  treasurer;  H.  D.  Craig, 
secretary. 

Carpenter  Audit  Company,  auditors;  Frances  Tilghman, 
director  of  publicity. 

Letter  from  James  D.  Ellsworth,  October  30,  1919: 

"  The  Executive  Committee  of  the  American  Defense 
Society  has  asked  me  to  reply  informally  to  your  letter  of 
October  28th. 

"  The  American  Defense  Society  has  been  committed 
since  its  inception,  to  the  upholding  and  promoting  of  the 
American  spirit  and  to  the  defense  of  America  against 
attacks  from  without  or  within. 

"  During  the  war  it  held  numerous  public  meetings  to 
combat  pro-Germanism  and  by  publicity  and  organization  of 
local  branches  throughout  the  country,  emphasized  the  danger 
from  the  alien  German  influence.  We  could,  of  course,  give 
you  this  story  in  more  detail,  but  it  is,  I  apprehend,  out 
of  date  as  far  as  your  work  is  concerned. 

"  Upon  the  signing  of  the  armistice,  the  Society  began 
to  direct  its  attention  to  the  un-American  spirit  of  radicalism, 
roughly  termed  Bolshevism,  which  seemed  to  purpose  the 
overthrow  of  American  institutions.  We  inaugurated  an 
American  Day  on  May  17th,  which  was  celebrated  by  public 
meetings  in  New  York  and  elsewhere.  The  purpose  of  these 
meetings  was  to  arouse  Americans  to  stand  by  their  constitu- 
tion and  their  established  order  of  government  and  protect 
themselves  against  the  onslaught  of  either  alien  or  domestic 
agitators. 

"I  believe  that  it  has  been  the  sense  of  the  Society  that 
the  aliens  in  this  country  could  be  Americanized  only  by 
a  slow  process  of  education,  and  that  such  education  is  the 
proper  function  of  the  government  institutions,  both  federal, 
state  or  local,  supplemented  by  the  work  of  volunteer  insti- 
tutions and  organizations  that  are  addressing  themselves  to 
this  task. 

"  In  the  immediate  present,  before  this  process  of  education 
can  become  effective,  it  has  seemed  to  the  American  Defense 
Society  that  emergency  action  must  be  taken.  Revolution 
is  being  preached  throughout  the  land  by  word  of  mouth 


Civic  and  Other  Organizations  3147 

and  by  vast  quantities  of  printed  propaganda.  The  Society 
has  covered  meetings  where  'revolution'  was  preached  and 
has  examined  quantities  of  revolutionary  propaganda.  It 
has  felt  that  its  first  duty  was  to  call  the  attention  of  the 
American  people  to  this  open  and  constant  menace. 

"  The  alien  within  our  gates  is  being  taught  Bolshevism, 
revolution  and  anarchy  faster  than  the  corrective  education 
for  Americanism  can  be  made  effective.  The  Society  has 
thought  that  the  influence  of  all  American  citizens  must  bo 
exerted  to  counteract  this  anti- American  education.  To  that 
end,  it  has  published  such  pamphlets  as  '  The  Lying  Lure 
of  Bolshevism.'  It  has  corresponded  with  the  mayors  of 
cities,  warning  them  of  the  plans  of  the  I.  W.  W.  and  other 
radicals,  and  it  is  undertaking  to  counteract  the  terrible 
effects  of  organized  disorder  by  organized  citizenship. 

"Furthermore,  it  is  undertaking  at  this  time  to  mobilize 
American  sentiment  against  the  harboring  of  radical  officials 
in  our  national,  state  or  cit\  governments  and  to  arouse 
the  conservative  forces  of  organized  labor  against  the  manipu- 
lation of  trade  unions  by  disloyal  influences  purposing 
revolution. 

"We  shall  be  glad  to  get  your  advice  in  prosecuting  this 
work." 

3.  American  Federation  of  Labor,  New  York  City. 

Following  are  the  resolutions  adopted  by  the  American  Fed- 
eration of  Labor  at  the  June,  1919,  convention  at  Atlantic  City: 

"Among  the  twenty-five  specific  educational  provisions 
adopted  at  the  June  convention  of  the  American  Federation 
of  Labor,  there  were  a  number  which  are  of  special  import- 
ance to  all  persons  interested  in  Americanization. 

"The  first  provision,  dealing  with  vocational  education, 
declared  that  '  commendation  should  be  given  to  the  various 
states  which  have  enacted  continuation  school  laws,  and  to 
the  labor  movement  of  those  states  for  the  part  they  played 
in  securing  such  legislation.' 

"  Paragraph  5  stipulates  that  '  in  all  courses  of  study,  and 
particularly  in  industrial  and  vocational  courses,  the  privi- 
leges and  obligations  of  intelligent  citizenship  must  be  taught 
vigorously  and  effectively.' 


3148     Citizenship  Tkaining  ix  the  State  of  Xew  York 

The  following  numbers  are  quoted  in  full : 

"Six.  The  basic  language  of  instruction  in  all  schools, 
both  public  and  private,  should  be  the  English  language, 
foreign  languages  to  be  taught  only  as  subjects  in  the 
curriculum. 

"Seven.  The  provisions  of  adequate  facilities  for  the 
teaching  of  English  to  non-English-speaking  people. 

"  ISTine.  The  provision  of  ample  playground  facilities  as 
a  part  of  the  public  school  system. 

"Eleven.  Better  enforcement  of  compulsory  educational 
laws,  and  the  universal  establishment  of  a  minimum  school- 
leaving  age  of  16  years. 

"  Thirteen.  Wider  use  of  the  school  plant,  securing 
increased  returns  to  the  community  through  additional  civic, 
social,  and  educational  services  to  both  adults  and  children. 

"  The  fact  that  the  above  provisions  were  adopted  unani- 
mously leaves  no  doubt  as  to  labor's  attitude." 

4.  The  American  Jewish  Committee,  31  Union  Square  West, 
New  York  City. 

THE  AMERICAN  JEWISH  COMMITTEE, 
31  Union  Square  West,  Xew  York. 

Officers. —  Louis  Marshall,  president;  Cyrus  Adler,  vice-presi- 
dent and  chairman  Executive  Committee;  Julius  Rosenwald, 
vice-president;  Isaac  W.  Bernheim,  treasurer;  Harry  Schneider- 
man,  assistant  secretary. 

Executive  Committee. —  Cyrus  Adler,  Isaac  W.  Bernheim, 
Harry  Cutler,  Samuel  Dorf,  Abram  I.  Elkus,  Albert  D.  Lasker, 
Irving  Lehman,  Louis  Marshall,  A.  C.  Ratshesky,  Julius  Rosen- 
wald, Jacob  H.  Schiff,  Oscar  S.  Straus,  Cyrus  L.  Sulzberger, 
Mayer  Sulzberger,  A.  Leo  Weil. 

Organization 
Need  for  Central  Jewish  Organization 
The  American  Jewish  Committee  was  organized  in  the  year 
190G,  following  several  conferences  participated  in  by  representa- 
tive Jews  from  all  sections  of  the  United  States.  The  conferees 
agreed  that  it  was  "  advisable  and  feasible  to  establish  a  general 
Jewish  committee  in  the  United  States."  As  a  result  of  the  dis- 
tressing condition  of  the  Jews  in  Russia,  Roumania  and  Galicia, 


Civic  and  Other  Organizations  3149 

the  Jewish  population  of  the  United  States,  which  was  about 
250,000  in  1876,  reached  over  a  million  and  a  half  in  1905,  and 
is  now  about  double  that  number.  This  rapid  increase  in  popula- 
tion produced  new  problems  in  Jewish  social,  philanthropic, 
religious  and  economic  life  in  the  United  States. 

The  Russian  Massacres,  1903-1905 
The  terrible  Russian  massacres  which  shocked  the  world  in  the 
years   1903   and  1905   sensed  to  crystallize  the  feeling  that  an 
organization  of  the  Jews  of  this  country  capable  of  coping  with 
similar  emergencies  was  essential. 

Similar  Organizations  in  Other  Countries 
In  other  countries  where  the  Jews  have  equal  rights  with  other 
citizens  such  organizations  exist.  Great  Britain  has  the  Anglo- 
Jewish  Association;  France,  the  Alliance  Israelite  Universelle; 
Germany,  the  Hilfsverein  der  Deutchen  Juden  and  the  Verband 
der  Deutchen  Juden.  Austria  and  Italv  also  have  such  central 
Jewish  committees. 

Methods  of  Organization  Proposed 
Various  methods  of  constituting  such  a  central  organization  in 
the  United  States  were  proposed.  One  was  that  there  should  be 
a  national  conference  or  congress  of  representatives  to  be  elected 
by  those  Jews  of  the  United  States  who  are  affiliated  with  congre- 
gations. This  suggestion  met  with  overwhelming  opposition. 
Another  suggestion  was  that  there  be  established  a  committee  of 
representatives  of  existing  national  Jewish  organizations.  It  was 
made  clear,  however,  that  several  of  the  most  important  organiza- 
tions would  not  co-operate  in  the  formation  of  such  a  committee. 

Method  Finally  Adopted 
The  only  suggestion  upon  which  a  majority  of  the  conferees 
agreed  was  that  a  small  committee  be  formed  of  persons  who. 
while  representative  of  American  Jewry,  need  not  necessarily  br 
formally  accredited  representatives  of  any  organization  or  group, 
nor  in  a  political  sense  of  the  Jews  as  a  whole.  It  was  not  claimed 
by  its  organization  that  the  committee  had  power  to  bind  any 
constituency.  It  was  thought  that  the  deliberate  action  of  such 
a  body  of  representative  Jews,  even  if  not  Jewish  representatives, 


3150     CiTrzENSHip  Training  in  the  State  of  New  York 

would  appeal  for  support  to  the  great  body  of  Jews.  The  com- 
mittee expected  to  exercise  its  influence,  not  by  virtue  of  power 
conferred  in  advance,  but  by  power  subsequently  obtained,  t"hrough 
the  support  of  the  Jews  of  this  country,  who  might  be  in  sympathy 
with  the  opinions  and  action  of  the  committee.  The  power  sought 
was  moral,  not  political.  The  allegiance  contemplated  was  to  be 
voluntarily  accorded,  not  legally  enjoined. 

Judge  Mayer  Sulzberger,  who  presided  at  the  preliminary  con- 
ference, was  empowered  to  appoint  a  Committee  of  Fifteen  with 
power  to  increase  its  number  to  fifty  "  for  the  purpose  of 
co-operating  with  the  various  national  Jewish  bodies  in  this  coun- 
try and  abroad  on  questions  of  national  and  international  moment 
to  the  Jewish  people." 

On  November  11,  1906,  the  first  general  meeting  of  the  Com- 
mittee of  Fifty,  since  called  the  American  Jewish  Committee, 
was  held. 

In  selecting  the  persons  who  were  to  be  asked  to  become  mem- 
bers of  the  American  Jewish  Committee,  the  Committee  of 
Fifteen  endeavored  in  so  far  as  it  was  then  possible  to  secure  the 
adhesion  of  the  most  representative  American  Jews  in  every  com- 
munity. The  United  States  was  divided  into  districts  to  which 
representation  was  accorded  approximately  according  to  the 
Jewish  population. 

Increasing  Eepresentative  Character  of  the  Committee 

Immediately  upon  its  organization  the  committee  took  steps 
to  increase  its  representative  character.  All  the  large  national 
Jewish  organizations  were  invited  to  elect  delegates  to  the  com- 
mittee and  in  some  districts  local  advisory  councils  were  success- 
fully organized.  'When  the  creation  of  organized  Jewish  com- 
munities began,  these  were  also  incorporated  as  constituencies  of 
the  committee,  and  wherever  such  organized  communities  exist, 
as  in  New  York,  Philadelphia,  and  Denver,  the  members  of  the 
American  Jewish  Committee  are  elected  by  the  community,  and 
by  it  alone. 

In  1915  the  committee  was  further  enlarged.  Provision  was 
made  for  the  proportionate  representation  of  national  organiza- 
tions and  for  an  increase  in  the  general  membership  of  the  com- 
mittee.     These  provisions  are  gradually  being  put  into  effect. 


Civic  and  Other  Organizations  3151 

Objects  of  the  Committee 
The  task  which  this  committee  set  itself  in  its  constitution, 
and  later  in  its  corporate  charter,  was  fourfold: 

(1)  To  prevent  the  infraction  of  the  civil  and  religious  rights 
of  Jews  in  any  part  of  the  world. 

(2)  To  render  all  lawful  assistance  and  to  take  appropriate 
remedial  action  in  the  event  of  threatened  or  actual  invasion  or 
restriction  of  such  rights  or  of  unfavorable  discrimination  with 
respect  thereto. 

(3)  To  secure  for  the  Jews  equality  of  economic,  social  and 
educational  opportunities. 

(4)  To  alleviate  the  consequences  of  persecution  and  to  afford 
relief  from  calamities  affecting  Jews  wherever  they  may  occur. 

The  committee  realized  that  in  order  to  be  able  to  accomplish 
these  objects  effectively,  three  things  were  essential:  (1)  Accu- 
rate information  as  to  the  condition  of  the  Jewish  people  of  the 
world;  (2)  the  co-operation  of  kindred  organizations  in  the 
United  States  and  abroad;    (3)   funds. 

Bureau  of  Statistics 

In  order  to  know  the  facts  regarding  Jewish  life  and  activities 
and  to  have  information  at  hand  to  refute  attacks,  the  committee 
established  a  bureau  for  the  collection  of  information  relating 
to  the  Jewish  people,  and  co-operated  with  the  Jewish  Publication 
Society  of  America  in  the  publication  of  the  American  Jewish 
Year  Book. 

This  bureau  was  cjonsiderably  enlarged  in  1913  %vHth  the 
co-operation  of  the  Xew  York  Foundation.  The  first  director  of 
the  bureau  was  Dr.  Joseph  Jacobs,  who  was  succeeded,  upon  his 
death,  by  Dr.   Samson  D.  Oppenheim. 

Co-operation  with  Other  Organizations 
The  committee  also  appreciated  the  importance  of  co-operation 
with  kindred  associations  in  Europe,  and  shortly  after  its  organ- 
ization established  relations  of  a  cordial  character  with  the  Alli- 
ance Israelite  Universelle,  the  Jewish  Colonization  Association, 
Ihe  Russo- Jewish  Committee,  the  London  Board  of  Deputies  of 
British  Jews,  the  Jewish  Territorial  Organization,  the  Anglo- 
Jewish  Association,  the  Hilfsverein  der  Deutschen  Juden,  the 
Israelitiche  Allianz  of  Vienna,  the  Central  Zionist  Bureau,  and 
with  a  number  of  national  societies  in  this  country. 


3152     Citizenship  Training  in  the  State  of  iN'EW  Yokk 

The  General  Fund 
The  general  expenses  of  the  office  of  the  committee  are  met  out 
of  the  general  fund  which  is  raised  each  year  by  volunteer  con- 
tributions. It  is  the  aim  of  the  committee  that  it  shall  be  sup- 
ported by  as  large  a  number  of  contributions  as  possible.  In  1911 
there  was  organized  a  class  of  members  called  contributing  mem- 
bers. Any  Jew  who  contributes  from  one  dollar  up  annually 
becomes  such  a  member  and  is  entitled  to  receive  the  annual 
reports  of  the  committee  and  such  other  literature  as  the  com- 
mittee may  issue.  Contributing  members  are  also  invited  to  vote 
for  the  representatives  of  their  districts. 

The  Emergency  Trust  Fund 
There  was  a  considerable  unexpended  balance  in  the  hands  of 
the  E'ational  Committee  for  the  Relief  of  Sufferers  by  the  Rus- 
sian Massacres.  In  December,  1912,  by  a  decree  of  the  Supreme 
Court  of  the  State  of  Xew  York,  the  committee  was  adjudged  to 
be  entitled  to  this  balance  pursuant  to  the  laws  of  the  State  of 
]^ew  York.  When  this  fund,  which  amounted  to  about  $190,000, 
was  awarded  to  the  committee,  regulations  were  carefully  drafted 
to  prevent  the  use  of  any  part  of  the  capital  or  the  income  of  the 
fund  for  any  purpose  not  akin  to  that  for  which  the  fund  was 
originally  gathered.  This  fund  has  already  been  practically- 
exhausted  by  appropriations  for  various  purposes  as  described 
elsewhere. 

The  Work  of  the  Committee 

The  work  done  by  the  American  Jewish  Committee  may  be 
conveniently  summarized  in  accordance  with  the  four  objects 
quoted  above. 

Prevention  of  Infraction  of  Civil  and  Religious  Rights 

(1)    The  Census  Bill 

The  committee  successfully  opposed  the  bill  introduced  in  Con- 
gress in  1909,  providing  that  census  enumerators  should  ascertain 
the  races  of  all  inhabitants  of  the  United  States.  The  committee 
believed  that  a  classification  by  races  was  not  only  very  difficult, 
but  might  also  cause  many  invidious  comparisons,  and  that  all 
American  citizens  must  insist  upon  the  principle  that  to  our 
government  citizens  are  either  natural  born  or  naturalized,  and 
that  no  other  distinction  must  be  Fecognized. 


Civic  and  Other  Okganizations  3153 

(2)    Naturalization  Laws 

The  committee  also  opposed  with  success  the  passage  of  legisla- 
tion which  attempted  to  deprive  "Asiatics"  of  the  privilege  of 
naturalization  because  it  was  likely  that  Jews  from  Asia  might 
be  subjected  to  difficulties  under  such  a  law. 

(3)    ScliecMtah 

N'oting  that  there  was  an  organized  propaganda  in  several  states 
of  the  Union  against  the  practice  of  Schechitah  on  the  part  of 
persons  who  claimed  that  the  slaughter  of  animals  in  accordance 
with  the  Jewish  ritual  was  not  humane,  the  committee  did  every- 
thing in  its  power  and  with  success  to  combat  this  movement. 

(4)    Extradition  of  Pouren  and  Rudovitz 

In  1909  the  Russian  government  attempted  to  have  extradited 
two  political  refugees,  Pouren  and  Rudovitz,  who  had  fled  to  this 
country.  The  committee  appreciated  the  bearing  of  their  cases 
upon  a  large  number  of  Jews  who  had  taken  part  in  the  Russian 
revolution,  who  had  sous-ht  or  would  be  likelv  to  seek  an  asvlum 
in  this  country.  The  committee  actively  co-operated  with  others 
in  opposing  the  extradition  of  Pouren  and  Rudovitz.  In  the 
end  our  government  declined  to  grant  the  request  of  the  Russian 
government  for  their  extradition. 

(5)    The  Beilis  Case 

Similar  services  were  rendered  by  the  committee  in  1912,  when 
an  obscure  Jew  in  the  City  of  Kiev,  Russia,  was  accused  of 
having  committed  murder  for  ritual  purposes.  The  Jews  of  the 
world  appreciated  that  this  was  more  than  a  trial  of  an  individual, 
that  the  entire  Jewish  people  was  before  the  bar.  The  committee 
was  active  in  circulating  in  the  American  press  authentic  infor- 
mation with  regard  to  the  case  and  succeeded  in  interesting  jour- 
nalists to  such  an  extent  that  the  entire  country  was  aroused  to 
the  infamous  character  of  the  charge  brought  against  Beilis.  A 
number  of  the  most  prominent  Christian  Church  dignitaries 
addressed  a  petition  to  the  Czar  of  Russia,  praying  him  to  with- 
draw the  charge  of  ritual  murder.  Fortunately,  after  a  long 
trial,  Beilis  was  a'^quitted. 


S15-1     Citizenship  Tkainiis^g  in  the  State  of  I^ew  York 

(6)  The  Jews  in  the  Balkans 
At  the  conclusion  of  the  Balkan  wars,  in  August,  1913,  a  con- 
siderable region  formerly  belonging  to  the  Ottoman  Empire 
passed  into  the  hands  of  the  Balkan  Allies,  resulting  in  large 
increases  in  the  Jewish  population  of  Roumania,  Greece,  Serbia 
and  Bulgaria.  The  committee  approached  our  government  with 
the  request  that  it  employ  its  good  offices  with  a  view  to  securing 
adequate  guarantees  for  the  protection  of  the  rights  of  the  popula- 
tion of  the  conquered  territories  without  distinction  of  race  or 
creed.     Our  government  acted  favorably  on  this  request. 

Equality  of  Oppoktunity 
The  Restriction  of  Immigration 

The  danger  that  the  enactment  of  repressive  immigration  legis- 
lation might  deprive  the  persecuted  Jews  of  Russia  and  Roumania 
and  the  Jews  of  Galicia  of  the  opportunity  of  reconstructing  their 
lives  in  this  country  has  caused  the  committee  the  greatest  anxiety, 
and  occupied  much  of  its  attention. 

The  committee  at  the  inception  of  its  work  was  confronted  with 
the  necessity  of  dealing  with  the  threatened  enactment  of  restric- 
tive immigration  laws  in  our  own  country.  Through  the  efforts 
of  those  favoring  the  liberal  immigration  policy,  the  harshness 
of  the  laws  proposed  at  the  opening  session  of  Congress  in  1906 
was  mitigated  and  the  Act  of  February,  1907,  was  passed.  Its 
most  notable  provision  was  that  providing  for  the  appointment 
of  an  Immigration  Commission.  In  order  that  that  commission 
might  secure  authentic  information  on  the  various  phases  of 
Jewish  immigration,  the  committee  offered  to  put  at  the  disposal 
of  the  Immigration  Commission  data  that  might  be  of  use  in  the 
endeavor  to  reach  a  just  and  unbiased  conclusion. 

Upon  the  invitation  of  the  commission  also,  the  committee,  in 
co-operation  with  other  Jewish  organizations,  submitted  recom- 
mendations respecting  the  revision  of  the  immigration  laws  and 
regulations  with  a  view  to  putting  an  end  to  various  injustices 
and  abuses. 

After  three  years  of  study  the  commission  presented  a  report 
to  Congress  which  evidenced  but  slight  desire  on  its  part  to  adhere 
to  the  time-honored  tradition  that  has  made  this  country  a  refuge 
for  the  oppressed  of  all  lands.  It  was  contended  that  on  economic 
grounds  the  increase  of  our  population  by  immigi-ation  was  too 
rapid  and  that  some  m^hod  of  restriction  wa^  necessary.      The 


Civic  and  Other  ORGAisriZATioisrs  ."155 

reading  and  writing  test  was  recommended  as  the  most  equitable 
method  of  bringing  about  restriction. 

The  report  of  the  commission  was  a  signal  for  the  introduction 
of  various  restrictive  measures.  Two  of  these  bills  were  actually 
passed  by  Congress,  but  both  were  vetoed,  one  by  President  Taft, 
and  the  other  by  President  Wilson.  In  both  instances  the  presi- 
dent of  the  committee  presented  arguments  to  the  President  of 
the  United  States  urging  that  he  take  action  to  prevent  these 
bills  from  being  placed  on  the  statute  books. 

At  the  same  time  the  committee  endeavored  by  the  publication 
and  issuance  of  educational  literature  on  the  subject  to  point  out 
the  fallacies  in  the  arguments  of  the  restrictionists,  and  the  injus- 
tice that  would  result  from  the  operation  of  an  arbitrary  literacy 
test. 

During  the  last  session  of  the  Sixty-fourth  Congress,  a  bill  con- 
taining the  literacy  test  was  passed  by  both  Houses  and  despite 
the  emphatic  veto  by  President  Wilson  was  repassed.  The  com- 
mittee opposed  this  legislation  at  every  stage  and  while  it  was 
not  possible  to  have  the  literacy  test  entirely  eliminated,  there 
have  been  incorporated  several  modifications  which  make  clearer 
its  intent  and  slightly  mitigate  its  rigor. 

Action  to  Remedy  Restriction  of  Rights 
The  Passport  Question 

The  committee  considered  that  it  was  one  of  its  most  important 
functions  to  bend  every  effort  toward  the  solution  of  the  passport 
question,  with  a  view  to  ending  the  flagrant  disregard  by  the 
Russian  government  of  the  American  passport. 

The  passport  question  arose  out  of  the  violation  by  the  Russian 
government  of  a  treaty  between  that  government  and  the  United 
States  made  in  the  year  1832.  This  was  a  treaty  of  commerce 
and  obligated  both  governments  to  accord  to  all  the  citizens  of 
the  other,  without  distinction,  the  liberty  of  travel  and  sojourn, 
and  to  guarantee  to  them  security  and  protection.  There  was  no 
exception  expressed  or  implied  in  the  Treaty  of  1832.  Its  terms 
covered  not  some,  but  all  of  the  citizens  of  the  countries.  But 
for  more  than  forty  years  the  Russian  government  persisted  in 
violating  the  solemn  terms  of  this  treaty.  It  refused  to  recognize 
the  American  passport  in  the  hands  of  American  citizens  of  the 
Jewish  faith.  The  initial  step  in  this  discrimination  took  place 
upon  American  soil.      The  laws  of  Russia  require  th«t  persong 


3156     Citizenship  Teaining  in  the  State  of  Xew  York 

intending  to  enter  that  country  must,  before  seeking  admission, 
have  their  passports  vised  or  countersigned  by  a  diplomatic  or 
consular  representative  of  the  Russian  Empire.     American  Jews 
who  desired  to  enter  Russia  were  therefore  compelled  to  apply  to 
Russian  consulates  in  this  country  to  have  their  passports  vised.    The 
Russian  government  required  its  consuls  within  the  jurisdiction 
of  the  United  States  to  interrogate  American  citizens  as  to  their 
race  and  religious  faith  and  upon  ascertainment  thereof  to  deny 
to  Jews  the  authentication  of  passports  for  use  in  Russia.     This 
practice  involved  not  only  such  American  citizens  of  the  Jewish 
faith  as  had  been  former  subjects  of  Russia,  but  all  American 
Jews,  no  matter  what  their  antecedents. 

Assured    that   no   results   were   to   be   obtained   from   further 
recourse  to  the  ordinary  channels  of  diplomacy,  the  American 
Jewish    Committee,    after    serious    consideration,    determined   to 
recommend  to  the  President  the  abrogation  of  the  treaty  with 
Russia.      This    course,    it   was    considered,    would   be  the   most 
effectual  method  of  impressing  upon  the  Russian  government  the 
earnestness  of  the  demands  of  the  United  States  that  it  observe 
the  Treatv  of  1832.      Accordinglv,  on  Mav  18,  1908,  the  com- 
mittee  dispatched  a  letter  to  President  Roosevelt  which  began 
the  attempt  on  the  part  of  the  organization  to  induce  our  govern- 
ment to  take  some  effective  action  to  terminate  the  controversy. 
Correspondence  with  the  same  end  in  view  was  also  had  with 
President  Taft  and  was  supplemented  by  personal  interview  with 
the  President  and  with  Secretaries  of  State  Root  and  Knox. 

All  these  endeavors  proving  ineffectual,  the  committee  decided 
to  lay  our  case  before  the  citizens  of  the  United  States.  An 
address  delivered  by  Mr.  Marshall  at  the  Twenty-second  Council 
of  the  Union  of  American  Hebrew  Congregations  marked  the 
opening  of  a  campaign  of  publicity  on  the  part  of  the  committee 
which  finallv  resulted  in  the  issuance  bv  President  Taft  of  a 
notice  to  the  Russian  government  of  the  intention  of  the  govern- 
ment of  the  United  States  to  terminate  the  Treaty  of  1832.  This 
action  was  subsequently  ratified  by  the  Senate  and  the  House  of 
Representatives  with  but  one  dissenting  vote  in  the  latter  House. 
On  January  1,  1912,  the  Treaty  of  Commerce  and  ITavigation  of 
1832  between  Russia  and  the  United  States  was  terminated.  The 
effect  of  the  termination  of  the  treaty  was  that  to  future  discrimi- 
nation against  American  citizens  of  the  Jewish  faith  the  govern- 
ment of  the  United  States  would  no  longer  be  a  party.  And  as 
treaties  are,  according  to  the  Constitution  of  this  country,  the 


Civic  and  Other  Organizations  3157 

Bupreme  law  of  the  land,  there  would  no  longer  exist  a  law  which 
the  Russian  government  contended  should  he  construed  to  permit 
discrimination  against  American  citizens  on  account  of  race  or 
religion,  and  thus  to  violate  the  Constitution. 

The  action  of  President  Taft  and  of  Congress  was  subsequently 
approved  by  all  of  the  great  political  parties  of  this  country, 
which  in  their  platforms  in  1912  and  again  in  1916,  have  placed 
themselves  on  record  against  the  ratification  of  any  new  treaty 
with  Russia  which  would  not  recognize  the  j^rinciple  on  account 
of  the  violation  of  which  the  Treaty  of  1832  was  terminated. 

The  Civil  Rights  Law 

Another  example  of  the  infringement  of  the  civil  rights  of 
Jews  was  the  practice  of  various  hotel  keepers  of  advertising  in 
newspapers,  circulars,  railroad  and  steamboat  folders,  that  Jews 
are  not  acceptable  as  guests.  In  the  summer  of  1913  the  com- 
mittee advocated  and  succeeded  in  securing  the  passage  by  the 
Legislature  of  the  State  of  i^ew  York  of  an  amendment  of  the 
Civil  Rights  Law  of  the  State  explicitly  prohibiting  such  dis- 
crimination and  providing  penalties  for  its  practice. 

This  legislation  was  urged  in  the  interest  of  the  equality  of  all 
citizens  before  the  law  and  for  the  purpose  of  placing  upon  the 
statute  books  of  the  State  of  ISTew  York  a  declaration  as  emphatic 
as  could  be  made  that  these  manifestations  of  prejudice  against 
law  abiding  citizens  would  not  be  tolerated. 

Action  similar  to  that  taken  in  jSTew  York  is  contemplated  in 
other  states  of  the  Union. 

Alleviation    of    the    Consequences    of    Persecutions    and 

Disaster 
As  already  pointed  out,  the  direct  cause  of  the  foundation  of 
the  committee  was  the  need  for  some  organization  which,  in  a 
time  of  emergency  such  as  that  which  faced  the  Jews  in  1903-5, 
could  extend  relief  of  a  material  nature.  When  the  committee 
was  organized  the  Russian  massacres  had  come  to  an  end,  but 
other  calamities  involving  Jews  have  occurred  not  infrequently 
since  that  time. 

The  San  Francisco  Fire,  1906 
At  the  first  meeting  of  the  General  Committee,  held  in  Xovem- 
ber,    1906,   the  needs   of  the   Jewish   religious   and   educational 
institutions  of  San  Francisco,  by  reason  of  the  earthquake  and 


3158     Citizenship  Teaining  in  the  State  of  ITew  York 

fire  which  had  occurred  there,  were  brought  to  the  attention  of 
the  committee.  It  was  decided  to  raise  a  fund,  and  as  a  result 
of  an  appeal,  over  $37,000  was  collected  and  distributed  among 
several  synagogues  and  the  Jewish  Educational  Society  of  San 
Francisco,  enabling  them  in  part  to  repair  the  losses  suffered  on 
account  of  the  earthquake. 

Casablanca,  Morocco,  Uprisings,  1907 
In  August,  1907,  as  a  result  of  an  attack  by  the  Kabyles  at 
Casablanca,  Morocco,  a  number  of  Jews  lost  their  lives,  many 
were  wounded,  and  a  large  numljer  of  women  and  children  were 
carried  off.  At  the  request  of  the  committee,  the  iSTational  Com- 
mittee for  the  Relief  of  Sufferers  by  Russian  Massacres  for- 
warded 5,000  francs  to  the  Alliance  Israelite  Universelle,  which 
was  actively  engaged  in  relieving  the  sufferers. 

Roumanian  Outhreahs,  1907 

At  the  time  of  the  outbreaks  against  the  Jews  of  Roumania, 
in  March,  1907,  the  committee  co-operated  with  various  European 
organizations  in  coming  to  the  relief  of  the  sufferers.  At  the 
request  of  the  committee,  the  National  Committee  for  the  Relief 
of  Sufferers  by  Russian  Massacres  appropriated  $10,000  for  this 
purpose. 

Constantinople  Fire,  1908 

In  March,  1908,  a  fire  destroyed  a  large  section  of  the  Jewish 
quarter  at  Constantinople,  leaving  6,000  Jews  destitute.  The 
committee  promptly  raised  $1,000  for  the  relief  of  the  sufferers 
for  whom  the  Alliance  Israelite  Universelle  had  opened  a  fund. 

Expulsions  from  Finland,  1908 

In  several  instances  the  persecution  was  of  such  a  nature  that 
publicity  was  more  necessary  than  financial  assistance.  Such 
was  the  situation  when  in  the  Winter  of  1908-9  a  policy  of 
repression  and  expulsion  of  the  Jews  was  inaugurated  by  the 
Russified  government  of  Finland.  This  important  indication  of 
the  pogrom  policy  of  the  Russian  government  was  not  published 
in  the  daily  papers  served  by  the  Associated  Press  until  the  com- 
mittee called  the  matter  to  the  attention  of  the  officers  of  the 
organization.  At  the  same  time  the  committee  took  occasion  to 
bring  to  the  notice  of  the  officers  of  the  Associated  Press  the 
remarkable  paucity  of  Russian  and  Russian  Jewish  news  which 
reached  this  country. 


Civio  AND  Othee  Organizations  3159 

Bessarabia,  Kiev,  1909 

On  several  occasions  it  was  tlie  committee's  duty  to  inform  the 
public  that  reports  of  excesses  against  Jews  were  unfounded  or 
exaggerated. 

Thus,  in  July,  1909,  when  a  massacre  of  Jews  in  Bessarabia 
was  reported  the  committee  promptly  secured  through  the  Depart- 
ment of  State  from  the  American  Consul  at  Odessa  a  statement 
that  the  rumor  was  without  foundation.  In  September  of  the 
same  year  reports  of  a  massacre  in  Kiev  were  found  upon  the 
committee's  investigation  to  have  been  based  upon  a  slight  dis- 
turbance which  had  been  immediately  quieted  without  serious 
results. 

Attach  on  Fez,  Morocco,  1912 

The  disaster  which  befell  the  Jews  of  Fez,  Morocco,  in  April, 
1912,  was  of  a  more  serious  character.  In  the  course  of  dis- 
orders attending  the  revolt  of  the  Arabs  against  the  French  gov- 
ernment, the  Jewish  quarter  was  pillaged  and  almost  entirely 
destroyed.  The  co-operation  of  the  committee  was  asked  by  the 
Alliance  Israelite  Universelle.  Twelve  thousand  dollars  was 
appropriated  by  the  National  Committee  for  the  Relief  of  Suf- 
ferers by  Russian  Massacres.  With  the  sums  contributed  through- 
out the  world  the  Jews  made  destitute  were  rehabilitated,  and 
the  Jewish  quarter  was  gradually  rebuilt  on  less  congested  and 
more  sanitary  plans. 

The  Balkan  Wars,  1912-1913 

The  wars  in  the  Balkan  Peninsula  in  1912  and  1913  were  of 
momentous  interest  to  the  Jews.  The  sufferings  of  our  brethren 
were  intense.  Many  lives  were  lost,  many  were  wounded ;  disease 
was  widespread.     Hundreds  of  refugees  crowded  the  large  cities. 

In  December,  1912,  the  American  Jewish  Committee  estab- 
lished a  fund  for  the  relief  of  the  sufferers,  resulting  in  the  col- 
lection of  over  $8,000,  and  the  National  Committee  for  the  Relief 
of  Sufferers  by  Russian  Massacres  appropriated  $5,000  for  imme- 
diate transmission.  The  committee  also  joined  a  number  of  the 
largest  European  organizations  in  the  formation  of  a  provisional 
body  called  the  Union  des  Associations  Israelites,  for  the  purpose 
of  closer  co-operation  and  avoiding  duplication  in  the  work  of 
relief.  The  Union  gathered  and  disbursed  almost  a  quarter  of 
a  million  dollars,  and  sent  a  committee  to  the  scene  of  hostilities 
to  organize  the  relief  work  on  the  spot. 


3160     Citizenship  Training  in  the  State  of  Kew  Yoek 

The  European  ^Yar 

Immediately  after  the  outbreak  of  the  European  War,  when  it 
was  called  to  the  attention  of  the  committee  that  the  Jews  of 
Palestine  were  likely  to  be  the  first  sufferers  on  account  of  tlie 
severance  of  communication  between  that  region  and  Europe,  the 
committee,  in  co-operation  with  the  Provisional  Executive  Com- 
mittee for  general  Zionist  affairs,  raised  the  sum  of  $50,000  and 
transmitted  it  to  Palestine. 

The  sum  of  $5,000  was  sent  for  the  relief  of  the  Jews  of  Ant- 
werp and  Belgium  during  the  first  months  of  the  war. 

In  facing  the  larger  questions  of  relief,  the  committee  appre- 
ciated that  nothing  less  than  the  co-operation  of  all  the  Jews  in 
America  could  meet  the  incalculable  needs  of  our  brethren  in 
Europe  and  in  Asia,  and  that  an  appeal  for  funds  by  one 
organization  would  not  obviate  the  issuance  of  appeals  by  other 
organizations  and  thus  jeopardize  the  success  of  the  relief  work. 
The  committee,  therefore,  called  a  conference  of  representatives 
of  Jewish  national  organizations  which  met  on  October  24,  1914, 
and  organized  the  American  Jewish  Relief  Committee.  Tlie 
American  Jewish  Committee  appropriated  the  sum  of  $100,000 
from  its  emergency  trust  fund  as  the  nucleus  of  the  relief  fund. 
The  American  Jewish  Relief  Committee,  in  co-operation  with 
the  Central  and  People's  Relief  Committees,  constituted  a  Joint 
Distribution  Committee  which  up  to  March  1,  1917,  received  and 
distributed  over  $7,000,000. 

A  number  of  cases  in  which  former  Jewish  residents  of  the 
United  States  were  unable  to  leave  belligerent  countries  at  the 
outbreak  of  the  war,  were  brought  to  the  attention  of  the  com- 
mittee. In  every  case  proper  representations  were  made  to  the 
Department  of  State,  and  the  departure  from  Europe  of  such 
persons  was  facilitated. 

5.  The  American  Legion,  19  West  44th  street,  New  York  City, 
Franklin  D'Olier,   national  commander. 

In  November,  1919,  Colonel  Franklin  D'Olier  conferred  with 
counsel  for  the  Committee  as  to  what  the  American  Legion  might 
do  to  counteract  radical  influences  throughout  the  country.  Each 
post  of  the  Legion  now  has  a  special  committee  to  work  in  this 
direction,  but  the  work  has  not  as  yet  sufficiently  progressed  to 
formulate  a  report. 


Civic  and  Other  Organizations  3161 

6.  The  American  Red  Cross,  124  East  28tli  street,  New  York 
City. 

THE  AMERICAN  RED  CROSS 
National  Headquarters,  Washington,  D.  C. 

Bureau  of  Foreign  Language,  hiformation  Service. —  Josephine 
Roche,  director,  l&'i  East  28th  street,  New  York  City;  telephone, 
Madison  Square  4810. 

National  Officers. —  Woodrow  Wilson,  president;  Robert  W. 
DeForest,  vice-president;  William  Howard  Taft,  vice-president; 
John  Skelton  Williams,  treasurer ;  Alexander  C.  King,  counselor ; 
Mabel  T.  Boardman,  secretary. 

Executive  Committee. —  Franklin  K.  Lane,  Merritte  W.  Ire- 
land, William  C.  Braisted,  Henry  P.  Davison,  Eliot  Wadsworth, 
Mrs.  August  Belmont,  George  E.  Scott;  Livingston  Farrand, 
chairman;  Willoughby  G.  Walling,  vice-chairman;  Frederick  P. 
Keppel,  vice-chairman;  Frederick  C.  Munroe,  general  manager. 

Letter  from  Miss  Josephine  Roche,  director  of  Foreign  Lan- 
guage Information  Bureau,  March  17,  1920: 

"Your  letter  of  March  2d,  addressed  to  the  American 
Hungarian  Loyalty  League,  has  been  forwarded  to  this 
Bureau.  The  Loyalty  League  has  been  out  of  existence  for 
some  time. 

"  However,  as  your  letter  applies  to  our  whole  bureau,  we 
take  the  liberty  of  sending  you  a  statement  of  our  aims  and 
activities.  If  we  can  be  of  any  further  assistance  to  you, 
kindlv  let  us  know." 

4/ 

THE   WORK  OF  THE  FOREIGN  LANGUAGE   INFORMATION  SERVICE 
BUREAU  OF  THE  AMERICAN  RED  CROSS 

I.     Origin  and  Present  Status 

On  February  15,  1920,  the  American  Red  Cross  "ISTews 
Service"  released  to  the  press  a  statement  from  which  the  follow- 
ing is  quoted: 

"  To  preserve  its  usefulness  to  the  nation  and  the  newly- 
arrived  within  its  gates  the  Foreign  Language  Governmental 
Information  Service,  formerly  a  part  of  the  Committee  on 
Public  Information,  has  been  taken  over  by  the  American 
Red  Cross,  it  was  announced  here  today.  Operating  in  con- 
junction with  the  already  established  Red  Cross  Information 


3162     Citizenship  Training  in  the  State  of  New  Y  ork 

Service  it  will  be  known  as  the  Bureau  of  Foreign  Language 
Information. 

"  This  work,  so  important  in  the  perfecting  of  a  better 
citizenship,  will  not  be  forced  to  cease,  since  the  Red  Cross 
sees  an  opportunity  for  service  of  a  splendid  nature  and  has 
decided  to  include  it  in  its  peace-time  program." 

The  Foreign  Language  Information  Service  Bureau  was  organ- 
ized as  a  division  of  the  United  States  Committee  on  Public 
Information  early  in  1918  to  distribute  to  the  foreign-speaking 
people  in  this  country  information  on  America's  purpose  in  the 
war  and  the  part  they  were  asked  to  play  in  that  crisis.  After 
the  armistice  the  demand  from  the  foreign  language  gi-oups  for 
government  information,  and  the  need  for  government  contacts 
with  them  so  increased  that  when  the  Committee  on  Public  Infor- 
mation was  liquidated,  in  May,  1918,  the  division  continued 
under  a  special  emergency  fund  given  by  the  Carnegie  Corpora- 
tion until  the  first  of  August,  when  it  was  taken  over  as  a  part 
of  War  Camp  Community  Service  and  Community  Service,  Inc. 
On  December  6th,  because  of  failure  to  raise  their  budget.  Com- 
munity Service  was  forced  to  stop  financing  the  work.  From 
that  time  the  work  continued  as  an  independent  organization, 
with  practically  no  finances,  but  largely  through  volunteer  effort, 
the  foreign-speaking  groups  feeling  keenly  that  the  work  must  not 
stop,  and  the  managers  of  the  foreign  language  divisions  being 
willing  to  make  personal  sacrifices  to  hold  it.  On  February  1, 
1920,  the  entire  organization  became  a  National  Bureau  of  the 
American  Red  Cross  in  the  Department  of  Civilian  Relief,  under 
the  name  of  the  Foreign  Language  Information  Service. 

II.  Purpose 
The  Foreign  Language  Information  Service  informs  the  alien 
in  his  own  language  about  the  government  and  laws  of  the  coun- 
try; it  explains  what  the  government  expects  of  him,  and  what 
it  ofi'ers  him;  it  clears  up  his  misconceptions  and  adjusts  his 
difficulties.  It  also  attempts  the  equally  important  task  of  giving 
the  native-born  accurate  information  on  the  foreign-born  groups, 
and  overcoming  false  prejudices  and  misunderstandings  whicli 
stand  in  the  way  of  assimilation. 


Civic  and  Other  ORGAisrizATiONa  3163 

III.  Organization  and  Personnel 
In  addition  to  the  Executive  Division,  the  bureau  consists  of 
foreign  language  divisions  covering  eighteen  foreign  language 
groups:  Czecho-Slovak,  German,  Hungarian,  Italian,  Jewish, 
Jugo-Slavia  (Serbian,  Croatian,  Slovenian),  Lithuanian,  Polish, 
Russian,  Finnish,  Dutch,  Danish,  Norwegian,  Swedish,  Ukrainiaji, 
and  the  American  Press  Division,  The  Foreign  Language  Divi- 
sion managers  are  men  and  women  who  have  demonstrated  their 
exceptional  qualifications  for  carrying  on  the  work.  They  are 
American  citizens,  though  most  of  them  are  foreign-born.  They 
not  only  speak  the  language,  but  have  an  intimate  knowledge  of 
the  conditions  and  aspirations  of  their  own  racial  group  in  this 
country.  The  Executive  Division  maintains,  through  its  Wash- 
ington representative,  daily  contacts  with  the  government  depart- 
ments. The  American  Press  Division  is  giving  to  the  native- 
born  authentic  information  on  the  foreign-speaking  groups  in 
America,  their  problems  and  the  conditions  affecting  them. 

IV,     Work  of  the  Bureau 
(a)      Co-operation  ivith  Government  Departments 

The  director  and  the  Washington  representative  maintain  con- 
tacts with  all  government  departments.  The  government  depart- 
ments in  turn  send  daily  releases  to  the  foreign  language  divisions 
and  to  the  Washington  representative  who  checks  this  material 
and  obtains  for  the  foreign  language  divisions  all  reports,  bulletins 
and  special  data  not  on  the  mailing  list,  and  who  also  takes  back 
to  government  departments  the  particular  needs  of  the  foreign 
language  groups,  and  arranges  for  articles  to  be  written  for  their 
press,  giving  governmental  information  especially  desired  by  them. 
Individual  cases  asking  assistance  from  the  foreign  language 
divisions  are,  when  necessary,  referred  by  the  foreign  language 
divisions  to  the  Washington  representative  for  direct  settlement 
with  the  department  concerned.  Extensive  co-operation  has 
existed  with  the  Bureau  of  War  Risk  Insurance,  the  United 
States  Public  Health  Service,  the  Internal  Revenue  and  the 
Departments  of  Labor  and  Agriculture. 

The  Surgeon  General's  office  requested  the  bureau  to  aid  them 
in  running  a  "Question  Box"  in  the  foreign  language  papers, 
and  prepares  also  a  special  weekly  article  for  the  foreign  language 
press,    released    through    the   foreign    language   divisions.      The 


3164     Citizenship  Training  in  the  State  of  Kew  York 

Bureau  of  War  Risk  also  made  "Question  Box"  arrangement 
with  the  Foreign  Language  Information  Service. 

In  assisting  the  Internal  Revenue  Department  the  Foreign 
Language  Information  Service  in  four  months  issued  172  Inter- 
nal Revenue  releases,  which  gave  full  information  on  the  income 
tax  as  applied  to  aliens,  and  which  were  printed  in  all  800  papers. 
In  addition,  16  circular  letters  on  the  income  tax  were  sent  to  the 
4,500  largest  of  foreign  language  societies,  and  the  managers  of 
the  foreign  language  divisions  explained  the  Income  Tax  Law  at 
127  meetings  of  their  groups  in  various  cities  and  foreign  lan- 
guage centers. 

Information  on  the  income  tax  as  affecting  aliens  has  been  fre- 
quently presented  to  the  Internal  Revenue  Department,  showing 
the  need  for,  and  resulting  in  the  revision  of  Treasury  Decisions 
and  Forms  for  Refund  Applications;  also  affidavits  have  been 
obtained  from  consuls,  or  other  acceptable  agents,  establishing 
the  income  tax  situation  in  foreign  countries  which  have  cleared 
up  the  status  of  aliens  from  these  countries  in  the  United  States. 

(b)    Foreign  Language  Press 

To  more  than  800  foreign  language  papers  of  the  eighteen 
foreign  language  groups  the  bureau  sends  information  daily  from 
fifty-eight  government  departments. 

An  average  of  515  articles  of  such  information  have  been 
released  the  past  six  months.  In  October,  a  typical  month,  576 
articles  were  sent  out.  According  to  the  source  of  the  material 
thus  used  the  Department  of  Agriculture,  the  United  States 
Public  Health  Service,  the  Bureau  of  War  Risk  Insurance  and 
the  Children's  Bureau  hold  the  lead  with  117  articles  each.  The 
Department  of  Labor,  Internal  Revenue  and  the  Council  of 
National  Defense  come  next  with  40,  51,  87  articles,  respectively. 
The  American  Relief  Administration  and  the  Red  Cross  furnisli 
25  and  15  articles;  the  Department  of  Commerce  and  the  United 
States  Shipping  Board  22  and  23  articles,  respectively;  the  bal- 
ance of  the  articles  are  scattered  through  the  other  government 
departments. 

Over  three-quarters  of  a  million  words  of  foreign  language 
information  service  material  appear  each  month  in  these  800 
papers  —  75  per  cent,  use  82  per  cent,  of  the  releases,  and  over 
60  per  cent,  use  100  per  cent,  of  them. 


Civic  and  Other  Organizations  3165 

The  September  work,  in  comparison  with  August,  showed  a 
35  per  cent,  increase  in  government  articles  released  to  the  foreign 
language  press,  and  a  25  per  cent,  increase  in  their  use  by  the 
foreign  language  press.  The  October  increase  over  September 
was  17  per  cent,  for  releases  sent  out,  and  23  per  cent,  in  their 
use  by  the  foreign  language  press. 

(c)  Foreign  Language  Organization 
More  than  67,t)00  foreign  language  organizations  extend  their 
co-operation  to  the  bureau.  These  are  chiefly  national  and  local 
benefit  and  insurance  societies,  educational,  social,  musical  and 
dramatic  clubs.  They  circulate  through  their  members  notices 
from  the  Foreign  Language  Information  Service  explaining  laws 
and  governmental  regulations,  reading  these  communications  to 
their  members,  and  placing  them  on  their  bulletin  boards.  Two 
releases,  on  an  average  each  month,  go  to  each  organization. 

(d)    Individual  Service 

On  an  average  4,200  individuals  a  month  (October,  4,321) 
have  applied  for  the  last  six  months,  through  letters  or  personal 
calls,  to  the  bureau  for  information  and  help  on  matters  of  govern- 
ment department  concern.  Information  on  the  income  tax,  pass- 
port regulations,  on  citizenship,  on  health,  on  war  risk  allotments, 
makeupthemajority  of  inquiries.  The  information  desired  varies 
somewhat  among  the  different  nationalities ;  the  Russians  desiring 
more  about  passport  regulations  and  agriculture  than  any  other 
group.  About  three-fourths  of  the  appeals  come  through  cor- 
lespondence  to  the  divisions.  On  income  tax  matters,  within  four 
months  the  divisions  corresponded  or  talked  with  12,872  persons, 
each  of  whom  had  his  claim  adjusted  satisfactorily,  or  his  status 
made  clear.  Either  his  overpaid  amount  was  refunded  by  his 
employer,  or  refund  proceedings  were  taken  up  by  the  Internal 
Revenue  Department.  For  4,197  cases  for  four  months'  period 
in  1919  (resident  and  non-resident  aliens)  $203,852.45  was  recov- 
ered in  overpaid  taxes  for  the  year  1918. 

Several  of  the  divisions  have  done  an  extensive  work  in  accom- 
panying people  to  the  Custom  House  to  get  income  tax  troubles 
adjusted.  Wide  service  has  also  been  rendered  through  the  man- 
agers going  to  the  settlements  of  their  people,  and  explaining 
laws  and  adjusting  individual  income  tax  and  other  troubles.     As 


3166     Citizenship  Training  in  the  State  of  New  York 

an  illustration  there  may  be  mentioned  a  trip  made  by  the  Hun- 
garian manager  to  Bridgeport,  at  the  request  of  a  Hungarian 
editor  there  who  was  receiving  more  inquiries  than  he  could 
handle.  The  editor  arranged  for  a  meeting  in  a  public  hall  where 
the  Hungarian  manager  talked  with  about  500  people  and  assisted 
in  filling  out  200  income  tax  blanks. 

The  Jugo-Slav  manager  in  a  trip  made  to  Chicago  and  vicinity 
held  nineteen  meetings  for  the  purpose  of  taking  up  individual 
cases  and  adjusting  them.  On  an  average  of  300  people  attended 
each  meeting.  A  table  of  100  typical  cases  showing  income  tax 
taken  and  refund  due  follows: 

Refunds  claimed 


lOlS  I 

iconics 

Tax  assessments 

Under  $500 .  .  . 

1 

Under $25 

From    25  to  $50 . 
From    50  to    75 . 
From    75  to  100 . 
From  100  to  125. 
From  125  to  1.50. 
From  150  to  175. 
From  175  to  200. 
Above  200 

.      10 

From      500  to 
From  1 ,  000  to 
From  1,100  to 
From  1,200  to 
From  1 ,  300  to 
From  1 ,  400  to 
From  1 ,  500  to 
From  1 ,  600  to 

$1,000.. 
1,100.. 
1,200.. 
1,300.. 
1,400.. 
1,.500.. 
1,600.. 
1,700.. 
1,800.. 
1,900.. 

100 

..   $134 

. .      10 

3 

..      11 

. .      16 

..      16 

. .      16 

. .      12 

.        5 

6 

..        4 

100 

.      11 

.       6 

4 

4 

.      20 

.     27 

.      14 

4 

From  1 ,  700  to 
From  1 ,  800  to 

Total    assessment 
100  cases 

$12 

100 

Total  income 
cases 

366  03 

362  94 

Under  $25 10 

From    25  to  $50 21 

From    50  to    75 6 

From    75  to  100 5 

From  100  to  125 42 

From  125  to  150 6 

From  150  to  175 7 

From  175  to  200 2 

Over  200 1 


100 


Total   refunds    100 

cases $10,110  78 


Altogether  about  127  trips  have  been  made  in  the  last  year  by 
the  Russian,  Polish,  Jugo-Slav,  Czecho-Slovak,  Hungarian, 
Ukrainian,  Italian  and  Lithuanian  managers  to  carry  on  this 
personal  service  and  develop  further  co-operation  with  their 
groups. 

Personal  service  work  in  September  increased  67  per  cent,  over 
August     In  October  it  increased  35  per  cent,  over  September. 


(e)  Pamphlets  and  Lectures 
As  a  result  of  many  appeals  from  the  foreign-born  groups  for 
information  on  the  subject  of  health,  citizenship,  agriculture, 
American  history,  etc.,  the  bureau  has  printed  and  circulated 
92,000  pamphlets  in  Russian,  Ukrainian,  Hungarian  and  Polish 
on  the  following  topics :  "  How  Americans  Won  Their  Liberty," 
"Abraham  Lincoln,"  "How  to  Take  Care  of  Your  Health," 
"America  in  War  and  Peace,"  "A  Message  to  American  Hun- 
garians," "Venereal  Diseases  and  How  to  Prevent  Them." 


Cnno  AND  Otheb  OKGAinzATioiro  3167 

(f)  The  American  Press  Division 
The  American  Press  Division  issues  bulletins  giving  informa- 
tion on  the  activities  of  the  foreign-horn,  their  contributions  to 
America,  and  their  difficulties,  and  furnishes  data  to  well-known 
writers  co-operating  with  us,  to  be  used  in  special  press  and 
magazine  articles.  Typical  among  the  latter  are  the  six  follow- 
ing articles  which  have  appeared  in  the  New  York  "  Evening 
Post,"  the  "Christian  Science  Monitor"  and  the  New  York 
"World:"  "Aliens  and  the  Income  Tax,"  '^\lien  Efforts 
Towards  Americanization,"  "Why  the  Alien  Leaves,"  "Educat- 
ing the  Alien,"  ^'Industries  and  the  Alien,"  "Foreign  Language 
Press  in  America."  A  book,  "Alien  America,"  is  being  prepared 
which  will  appear  under  the  name  of  the  manager  of  the  Ameri- 
can Press  Division.  It  will  be  endorsed  by  this  bureau  and  the 
material  will  be  furnished  by  the  foreign  language  divisions. 
The  book  is  purposed  to  be  used  by  the  multitude  of  organizations 
and  persons  who  are  interesting  themselves  in  "Americanization  " 
work  and  who  need  authentic  data.  It  is  part  of  the  work  of 
this  division  also  to  correct  the  mass  of  fallacious  information 
directed  against  the  alien  population  of  America. 

(g)    Information  to  American  Agencies  and  Co-operation  with 

Interested  Individuals 
This  service  has  been  extensively  used  as  a  course  of  informa- 
tion by  many  organizations  and  individuals  working  with  aliens, 
and  in  many  instances  has  acted  as  an  intermediary  between  these 
and  the  foreign-bom  groups. 

(h)   Possibilities  for  Developing  International  Co-operation 
A  most  interesting  and  important  line  of  development  for  the 
work  lies  in  the  field  of  the  international  connections  the  division 
managers  have  already  begun  to  develop  and  which  can  be  devel- 
oped much  more  extensively. 

The  Italian  division  manager  has  had  wide  experience  in 
Italian  journalism  in  Italy  and  is  in  constant  communication  with 
the  chief  editors  in  the  Italian  cities.  When  the  income  tax 
situation  was  most  acute  here  in  America,  and  many  returning 
Italians  were  erroneously  taxed,  the  press  in  Italy  made  numerous 
severe  attacks  on  the  American  government.  The  Italian 
manager,  through  letters  and  articles,  was  able  to  clear  the 
situation  up. 


3168     CiTizuNSHip  Teaininq  in  the  State  of  New  YbEK 

The  Polish,  Czecho^Slovak  and  Jugo-Slav  divisions  discussed 
with  the  Polish,  Czecho-'Slovak  and  Jugo-Slav  delegates  at  the 
recent  International  Labor  Conference  very  interesting  plans  for 
exchange  of  information  between  our  divisions  and  their  agencies. 
Opportunities  for  developing  similar  contacts  are  constantly 
increasing. 

V.  Endorsement  We  Have  Received  from  Government 
Departments,  Foreign-Born  and  erom  Agencies  in 
General 

Fifty-eight  government  departments  and  bureaus  co-operate 
extensively  with  our  bureau.  Attached  are  typical  letters  from 
various  department  heads  expressing  their  opinion  of  our  work. 

From  each  of  the  foreign-speaking  groups  there  comes  con- 
tinually expressions  of  appreciation  and  belief  in  our  work.  It 
is  impossible  to  choose  from  among  the  thousands  of  letters  we 
have  received  and  editorials  on  our  work  which  have  appeared 
in  the  foreign  language  press,  but  the  attached  will  give  some 
idea  of  their  view. 

Co-operation  has  existed  not  only  with  government  departments 
and  the  foreign  language  groups,  but  as  far  as  our  very  limited 
time  and  means  would  allow,  with  agencies  doing  Americanization 
work,  and  with  state  and  civic  organizations.  A  typical  letter 
from  one  of  the  latter  follows: 

"Dear  Sir.- — ^For  some  time  past  the  Alien  Information 
Bureau  of  the  Detroit  Board  of  Commerce  has  been  receiv- 
ing from  you  copies  of  the  various  Hungarian  bulletins 
issued  by  you  in  the  Hungarian  language.    .    .    . 

"Your  bulletins  have  been  very  helpful  in  the  past  and 
we  hope  that  we  shall  continue  to  receive  them.  Any  other 
material  which  you  issue  besides  the  bulletins  will  be  most 
acceptable  for  the  reading  tables  and  bulletin  boards  at  this 
branch. 

"Yours  very  truly, 

"Mary  O'Connel, 

"Secretary,  Alien  Information  Bureau,  Detroit 

Board  of  Commerce." 

The  Foreign  Lanugage  Information  Service  has  been  able  for 
the  past  two  years  to  act  as  a  most  important  link  between  gov- 
ernment departments  and  the  immigrant  population  by  interpret- 
ing America  to  the  alien,  and  the  alien  to  America. 


Civic  A^^D  Other  Organizations  3169 

7.  The  American  Rig-hts  League,  2  West  45th  street,  New  York 
City,  George  Haven  Putnam,  president;  Douglas  W.  Johnson,  chair- 
man, Executive  Committee. 

Executive  Committee. —  Everett  V.  Abbot,  Lawrence  F. 
Abbott,  W.  K.  Bryce,  H.  cle  Raasloff,  Geo.  Haven  Putnam,  John 
Harsen  Rhoades,  Richard  11.  Gatling.  Franklin  H,  Giddings, 
Lawrence  Godkin,  Richard  M.  Hurd,  William  D.  Murphy,  Louis 
Livingston  Seaman,  James  B.  Townsend. 

Letter  from  George  Haven  Putnam,  president,  April  8,  1920: 

"  The  enclosed  copy  of  the  Declaration  of  Principles  will 
set  forth  the  purpose  for  which  the  American  Rights  League 
was  organized.  The  League  came  into  organization  (in  my 
office)  at  the  time  of  the  sinking  of  the  Lusitania  for  the  pur- 
pose of  getting  this  country  into  the  war  at  the  earliest  pos- 
sible date.  We  were  able  through  the  use  of  speakers  like 
Roosevelt,  Beck,  the  president  of  the  League,  and  others,  to 
do  something  in  directing  and  arousing  the  righteous  purpose 
of  the  people. 

"  During  the  past  year  the  influence  and  correspondents 
of  the  League  have  been  utilized  to  emphasize  the  importance 
of  securing  a  prompt  acceptance  by  the  United  States  of  the 
Treaty  of  Peace  and  the  accompanying  compact  of  the 
League  of  I^Tations.  We  hold  that  America  was  shamefully 
late  in  coming  into  the  war  and  is  now  bringing  disgrace 
upon  itself  by  its  failure  to  take  up  its  duty  in  helping  to 
establish  peace. 

''  I  am  sending  to  you  the  four  late  bulletins  in  the  Amer- 
ican Rights  League  series  which  have  to  do,  as  you  will  note, 
with  the  matter  of  the  League  of  iSTations. 

"  We  have  not  thus  far  given  direct  attention  to  the  work 
of  'Americanization,'  but  the  members  of  the  League  would, 
I  judge,  without  exception  be  in  sympathy  with  the  general 
purpose  of  this  work." 

8.  Boy  Scouts  of  America,  200  5th  Avenue,  New  York  City, 
A.  C.  Olsen,  assistant  to  the  Chief  Scout  Executive,  November  25, 
1919: 

"  We  are  in  the  utmost  sympathy  with  any  program  for 

Americanization  for  the  very  good  reason  that  the  objective 

of  our  movement  is  character  building,  citizenship  training 

and  Americanization  of  the  adolescent  American  boy  and 

100 


3170     Citizenship  Teaining  in  the  State  of  New  York 

througli  him  to  influence  in  like  ways  all  witii  whom  he  come3 
in  contact. 

"  It  will  interest  you  to  know  that  because  of  its  wonderful 
influence  along  this  line  and  because  of  its  war  record  the 
Boy  Scout  movement  was  strikingly  endorsed  at  the  recent 
Annual  Convention  of  the  American  Legion  in  Minneapolis 
—  this  resolution  more  valuable  because,  as  we  are  informed, 
it  was  the  only  one  which  went  through  of  some  250  which 
had  been  offered.     A  copy  of  the  resolution  follows: 

"Resolved,  That  the  American  Legion  heartily  com- 

'  mends    the    principles    and    achievements    of    the   Boy 

Scouts  of  America  and  recommends  that  each  post  assist 

the  Boy  Scouts  troops  in  its  community  in  whatever 

manner  practicable. 

"In  this  connection  also  kindly  note  the  following  letter 
of  October  29th  from  Hon.  Raymond  F.  Crist,  director  of 
citizenship  training  for  the  Xaturalization  Bureau  of  the 
United  States  Department  of  Labor  and  our  reply  of 
October  31st: 

"Mr.    Raymond   F.    Crist,    Director   of    Citizenshi'p, 

Division  of  Citizenship  Training,  Department  of 

Labor,  Washington,  D.  C: 

My  Dear  Mr.  Crist. —  We  have  considered  with  care 

your  letter  of  October  29th,  requesting  that  the  Boy 

Scouts  of  America  co-operate  as  civic  aids  of  the  L^nited 

States  government  in  carrying  on  its  program  of  citizen- 

ehip  training. 

"I  am  very  glad  after  conference  to  advise  that  we 
will  be  happy  to  undertake  this  service  and  are  confi- 
dent that  you  may  depend  upon  worth  while  co-operation 
on  the  part  of  our  membership  numbering  some  475,000 
Scouts  and  Scout  officials. 

''  The  fundamental  objective  of  Scouting  is  the  char- 
acter development,  citizenship  training  and  American- 
ization of  the  adolescent  boy,  and  it  is  particularly 
appropriate,  therefore,  that  the  Scouts  should  have  the 
opportunity  to  co-operate  with  you  in  your  program 
of  citizenship  training  of  candidates  for  naturalization. 
"  The  work  of  your  division  is  of  the  greatest  import- 
ance to  the  nation  at  this  time  and  will  have  our  fuH 
and  hearty  support. 


Civic  and  Other  Oeganizations  3171 

"We  shall  publish  your  letter  and  our  reply  in 
*  Scouting '  and  urge  Scout  officials  to  co-operate  when 
called  upon,  and  from  time  to  time  as  the  development 
of  your  plans  may  make  desirable,  we  shall  be  glad  to 
do  anything  else  within  our  power  to  assist  you. 
"Sincerely  and  cordially  yours, 

"James  E.  West, 

"Chief  Scout  Executive/' 


"UNITED    STATES   DEPARTMENT   OF   LABOR 

Bureau  of  j^aturalization 

Washington,  October  29.  1919. 

"Mr.  James  E.  West,  Chief  Scout  Executive,  Boy 
Scouts  of  America,  New  Yorlc  Citjj,  N.  Y.: 

"  ]\Iy  Dear  Mr.  West. —  The  Boy  Scouts  of  America 
have  demonstrated  in  numerous  ways  the  incalculable 
value  of  their  service  to  the  government,  especially  dur- 
ing the  great  World  War.  Their  experience  thus 
attained,  fits  them  peculiarly  for  patriotic  post-war 
service.  As  dispatch  bearers  of  the  President  of  the 
United  States  and  the  several  departments  of  the  Fed- 
eral government  during  the  war,  these  messengers  of 
peace  constantly  put  into  practical  use  their  Scout  oath 
and  laws  which  are  the  fundamentals  of  good  citizen- 
ship. Would  it  not,  therefore,  be  fitting  for  these  young 
patriots  to  utilize  the  experience  attained  during  the 
World  War  by  applying  the  cardinal  principle  of  Scout- 
ing by  'doing  a  good  turn  daily'  for  the  millions  of 
foreigners  within  our  land  who  long  for  a  realization 
of  the  principles  of  democracy  which  American  citizen- 
ship embodies  and  who  would  avail  themselves  of  the 
opportunity  for  instruction  in  citizenship  if  they  were 
guided  to  the  door  of  the  public  schools  which  are 
available  for  this  purpose  ? 

"As  civic  aids  to  the  United  States  government 
throughout  the  country,  the  Boy  Scouts  can  convey  the 
message  of  America  to  the  foreign-born  residents  of 
every  small  community  of  our  land  and  thereby  aid 
materially  in  many  ways  in  solving  the  great  national 
problems  of  illiteracy  by  supporting  the  communities 


3172     Citizenship  Traixhstg  in  the  State  of  Xew  York 

in  their  newly  launched  endeavors  to  eradicate  that 
blight.  Their  personal  contact  with  both  minor  and 
adult  foreigners  will  develop  a  better  mutual  under- 
standing between  these  two  classes  of  future  citizens  — 
the  Bov  iScouts  and  our  foreign-born  friends.  The 
iScouts  will  thus  form  the  connecting  link  between  the 
Division  of  Citizenship  Training,  which  is  charged  by 
Congress  with  the  promotion  of  Americanization  of  all 
candidates  for  citizenship,  and  the  Public  School,  which 
the  Federal  government  has  designated  as  the  function- 
ing agency  to  co-operate  with  this  division  in  amalga- 
mating these  peoples  of  the  United  States  into  one  ail- 
American  body.  It  is  this  co-operation  on  the  part 
of  the  Boy  Scouts  that  the  government  asks  at  this  time, 
a  co-operation  which  ultimately  will  result  in  closer 
communion  and  fellowship,  a  better  understanding  of 
American  principles  of  democracy  and  a  greater  par- 
ticipation in  the  exercise  of  the  duties  of  citizenship 
by  our  Liberty  loving  peoples. 

"  On  behalf  of  our  Federal  government  and  in  the 
interest  of  the  millions  of  foreigners  who  are  desirous 
of  learning  more  about  our  institutions  that  thev  may 
improve  themselves  and  give  their  best  efforts  to  their 
adopted  country  and  the  community  in  which  they  live, 
I  ask  the  Bov  Scouts  of  America — America's  future 
leaders  of  democracy  —  to  render  this  service  to  their 
government,  its  citizenry,  and  those  seeking  admission  to 
the  great  American  family. 

"  Very  truly  yours, 

"  (Signed)     Raymond  F.  Crist, 

"Director  of  Citizetisliip" 

"  We  will  endeavor  to  arrange  promptly  for  personal  con- 
ferences with  vou  but  in  the  meantime  you  mav  count  on 
the  Boy  Scouts  of  America  for  the  utmost  support  in  Amer- 
icanization efforts." 

9.  Bureau   of  Jewish  Education,   114  Fifth  Avenue,   New  York 
City,  Mr.  Louis  Marshall: 

Below  is  quoted  a  letter  which  was  sent  not  only  to  the  Bureau 
of  Jewish  Education,  but  to  practically  every  civic,  racial,  social 


Civic  and  Other  Okganizatioi^s  3173 

and  religious  organization  in  New  York  City.  The  reply  whicli 
it  elicited  from  the  Bureau  of  Jewish  Education  is  so  surprising 
and  so  unique  in  its  misinterpretation  of  the  Committee's  request, 
that  it  is  quoted  in  full.  Unfortunately  it  does  not  give  detailed 
information  sis  to  the  work  of  the  Bureau. 

Committee's   letter,   March   2,    1920,    addressed   to   Secretary, 
Bureau  of  Jewish  Education: 

"  Dear  Sir. —  The  Joint  Legislative  Committee  to  Investi- 
gate Seditious  Activities  in  this  State  is  about  to  recommend 
to  the  Legislature,  as  a  corrective  measure,  an  increased 
program  of  education  and  Americanization. 

''  In  this  connection  w'e  are  anxious  to  present  as  complete 
and  as  accurate  a  view  of  present  conditions  as  possible  and 
we  do  not  wish  to  overlook  any  of  the  constructive  work 
which  is  being  done  to  counteract  seditious  activities,  espe- 
cially among  the  foreign  born. 

"  In  order  to  list  your  organization  properly,  we  would 
ask  that  you  send  us  just  as  soon  as  possible  an  outline  of  the 
activities  of  vour  oro:anization.  A  copv  of  vour  constitution 
and  bv-laws  would  no  doubt  e-ive  us  the  information  which 
we  require,  but  any  additional  data  would  be  most  welcome. 
"  Will  vou  not  lot  us  hear  from  vou  bv  return  mail  ?  " 

.Keply,  April  20,  1920,  received  from  Mr.  Louis  Marshall: 

"  Dear  Sir. —  Yours  of  the  2nd  ultimo,  addressed  to  the 
Bureau  of  Jewish  Education,  114  Fifth  Avenue,  has  been 
forwarded  to  me  for  answer.  It  would  have  received  atten- 
tion sooner  but  for  the  illness  of  the  Secretary. 

"  In  view  of  the  fact  that  I  am  one  of  the  trustees  of  the 
institution  and  am  a  large  contributor  to  its  funds,  I  feel 
rather  irritated,  to  say  the  least,  that  a  committee  appointed 
'  to  investigate  seditious  activities  in  this  State '  should  make 
this  organization  the  subject  of  inquiry.  You  will  permit 
me  to  say  that  no  good,  and  much  harm,  is  done  by  this  indis- 
criminate throwing  out  of  the  dragnet  of  suspicion  and  \>'j 
resorting  to  this  un-American  method  of  inquisitorial 
interrogation. 

"  The  Bureau  of  Education  is  a  branch  of  the  Jewish 
Community  of  the  City  of  Xew  York,  incorporated  by 
Chapter  lOf)  of  the  Laws  of  1914.  It  was  formed  for  the 
pilrpo.sC'  of  stimulating  the  religious  education  of  the  Jews 


3174     Citizenship  Training  in  the  State  of  New  York 

in  this  eity,  to  familiarize  tliem  with  the  Bible,  with  Jewish, 
history,  ethics  and  literature,  and  to  teach  those  of  school  age 
the  sacred  Hebrew  tongue.  We  maintain  classes  and  model 
schools  for  boys  and  girls.  We  have  raised  the  standard  of 
education  in  all  Jewish  religious  schools.  Under  our 
auspices  valuable  textbooks  have  been  written,  journals 
devoted  to  religious  subjects  have  been  published,  and 
religious  teachers  have  been  prepared  for  courses  that  they 
have  subsequently  taken  in  the  Teacher's  Institute  of  the 
Jewish  Theological  Seminary  of  America.  We  are  seeking, 
to  extend  our  work  in  all  directions,  in  order  that,  if  pos- 
sible, every  Jewish  child  of  school  age  may  be  trained  in  the 
tenets  and  traditions  of  our  ancient  faith.  There  are  directly 
and  indirectly  under  the  influence  of  this  Bureau  approxi- 
mately 25,000  Jewish  children.  You  need  not  fear  as  to 
their  Americanism  or  their  loyalty.  I  can  assure  you  that 
their  love  for  America  and  their  devotion  to  its  institutions 
are  not  exceeded  by  the  sentiments  of  the  members  of  the 
committee  that  is  seeking  to  classify  our  organization  as  a 
proper  subject  for  suspicion. 

"  Let  me  also  say  to  you  that,  long  before  those  who  are 
now  such  zealous  inquisitors  had  the  slightest  idea  as  to  the 
meaning  of  that  much  abused  term,  'Americanization  '  the 
men  who  have  supported  the  Bureau  of  Jewish  Education 
devoted  their  time,  thought  and  means  to  the  cause  of  instill- 
ing into  the  hearts  of  the  Jews  of  America  love  and  grati- 
tude for  all  that  it  has  stood  for,  and  sought  ineffectually 
to  open  the  eyes  of  the  Legislature  of  this  State  to  the 
importance  of  establishing  night  schools  and  other  agencies 
which  would  make  it  possible  for  the  immigrant  to  become 
familiar  with  the  history  and  institutions  of  our  country. 
In  1909,  as  Chairman  of  the  State  Immigration  Committee 
appointed  by  Governor  Hughes,  I  had  the  honor  to  render 
a  very  complete  report  upon  that  subject  to  the  Legislature, 
and  to  make  recommendations  which,  because  they  were  not 
sensational,  were  thrown  into  the  legislative  scrap-basket. 
Now  certain  gentlemen  have  become  so  dee])ly  aroused 
because  of  the  consequences  resulting  from  the  wilful  blind- 
ness of  their  predecessors,  that  they  too  find  their  vision 
deranged  to  the  extent  that  they  can  see  only  red,  and  there- 
fore do  not  hes'ltate  to  pursue  the  Russian  methods  success- 


Civic  and  Other  Organizations  3175' 

fully  adopted  by  the  Procurator  of  the  Holy  Synod  of  sub- 
jecting even  a  religious  organization  to  insult  and  ignominy. 
If  such  methods  are  to  be  adopted,  then  I  fear  that  those  who 
pursue  them  are  themselves  in  dire  need  of  Americanization." 

10.  The  Carnegie  Foundation,  New  York  City,  Allan  T.  Burns, 
director  of  Americanization,  November  7,  1919. 

Following  is  the  substance  of  Mr.  Burns'  talk  on  "What  is 
Americanization  ? "  before  the  Society  of  Ethical  Culture,  Council 
of  Jewish  Women  and  United  Neighborhood  Houses: 

"Americanization  is  self-determination.  The  only  way 
there  came  to  be  anv  white  Americans  was  because  there 
were  in  Europe  people  of  self-determination.  Much  self- 
determination  is  necessary  for  an  immigrant  to  pull  up  roots 
and  leave  his  home  in  Europe. 

"Americans  have  self-dependence  and  self-determination, 
which  accounts  for  the  fact  that  America  can  produce  more 
per  dollar  and  per  man  than  other  countries.  It  also  accounts 
for  the  success  of  our  army. 

"Americanization  does  not  mean  anarchy;  it  means  self- 
determination  of  individuals  up  to  the  point  where  it  must 
be  modified  by  the  right  of  self-determination  of  others. 
That  is  the  reason  for  democracy.  It  is  the  merging  and 
fusing  of  the  many  self-assertions  that  brought  about  the 
American  Republic.  Americans  early  found  that  their  self- 
assertion  could  find  better  satisfaction  by  compounding 
their  self-assertion  with  that  of  others.  Thus  came  about  the 
town  meetings  —  a  typical  traditional  American  institution. 
America  must  continue  to  give  range  for  self-determination, 
giving  room  for  self-determination  to  be  developed  into  group 
action  where  individual  self-determination  would  restrict  that 
of  others,  if  she  is  to  continue  to  fill  her  unique  place  in  the 
world. 

"  The  original  Americans  established  little  groups  wnth  a 
common  interest  and  began  to  meet  the  demand  of  the  situa- 
tion collectively  where  individual  enterprise  was  insufficient. 
The  immigrants  of  today  do  the  same  thing.  Democracy 
through  practice  in  democracy  is  the  way  that  the  immigrant 
has  been  merged  as  successfully  as  he  has  with  our  great 
American  commonwealth,  and  I  think  he  has  been  merged 
remarkably  successfully. 


317G     Citizenship  Training  in  the  State  of  j^ew  York 

"  There  is  a  community  of  Finns  up  in  New  England. 
They  meet  the  exigencies  of  life  through  their  own  resources 
and  methods.  Five  or  six  thousand  of  these  Finns  have 
developed  their  own  community  theatre  and  music  hall. 
They  have  a  musical  and  dramatic  director.  They  opened 
their  theatre  by  giving  'As  You  Like  It'  in  Finnish.  x\ll 
this  is  a  result  of  their  own  determination  to  have  culture. 
The  Finns  in  I^ew  York  City  last  year  were  practically  the 
only  people  who  were  putting  up  tenements.  It  was  made 
possible  because  up  in  that  ]^ew  England  town  the  Finns  have 
learned  how  to  conduct  their  own  banking  business  in  a 
co-operative  credit  union.  They  had  classes  in  English  and 
citizenship  long  before  anybody  else  in  the  town  thought 
of  providing  them.  The  Finns  have  their  own  boarding 
houses,  their  own  restaurants  and  a  farm  where  people  may 
go  for  week-end  picnics  in  the  summer.  Their  most  remark- 
able development  is  meeting  the  high  cost  of  living.  They 
sell  themselves  milk  at  13  cents  per  quart,  because  they  do  it 
on  a  co-operative  plan.  They  also  have  their  own  grocery 
stores  run  on  a  co-operative  basis.  The  Finnish  group  that 
is  doing  this,  iive  or  six  years  ago  announced  themselves  as 
Reds.  At  first  the  new  measures  were  voted  down  because 
they  thought  they  would  interfere  with  the  revolution  that 
they  contemplated.  But  the  few  men  persisted  until  over 
one  thousand  men  have  joined  in  these  various  forms  of  col- 
lective action.  They  have  all  ceased  to  be  revolutionists. 
They  have  learned  by  doing.  There  is  still  a  handful  of 
red  Finns  but  the  great  bulk  have  learned  that  democracy 
must  be  practiced  in  their  small  groups.  They  are  learn- 
ing Americanism  the  way  our  forefathers  invented  it. 

"  I  went  to  the  Metropolitan  Opera  House  one  evening 
and  sat  way  up  top  with  a  group  of  Italians  who  very  much 
enjoyed  the  performance  (which  by  the  way  was  an  immi- 
grant opera)  and  in  this  way  an  American  institution  was 
•  being  placed  at  their  disposal.  The  next  evening  I  visited 
a  Lettish  lodge  uptown  where  the  Letts  w^ere  giving  a  per- 
formance of  their  own.  Interest  centered  around  a  young 
violinist.  I  found  that  the  Lettish  lodge  had  subscribed 
sufficient  funds  to  enable  this  boy  to  study  with  Damrosch. 
I  contrasted  this  active  v/ork  of  self-determination  with  the 
incident  of  the  Italians  at  ^'le  Opera.     It  is  a  problem  not  to 


Civic  and  Other  Organizations  3177 

let  there  be  a  immber  of  groups  of  foreigners  splitting  up 
the  country.  The  great  number  of  groups  must  think  of 
their  needs  that  are  common  to  all  the  groups  —  problems 
that  are  bigger  than  any  one  group  can  take  care  of.  The 
foreigners  are  more  conscious  of  this  than  the  native 
American, 

"  There  is  a  Ukrainian  settlement  house  on  Sixth  street. 
They  got  together  about  $75,000  and  built  the  house.  One 
of  the  leaders  went  about  and  studied  our  settlements  and 
tried  to  adapt  them  to  the  needs  of  his  people.  After  a  time 
they  felt  that  they  had  gotten  to  the  end  of  their  string 
and  felt  that  they  needed  the  help  of  Americans.  The  leader 
said  that  in  the  five  years  that  their  settlement  house  has 
been  opened,  he  has  never  been  invited  to  go  to  any  other 
settlement  house  in  New  York. 

"A  group  of  Italian  societies  got  together  in  Chicago  for 
a  picnic,  because  they  felt  that  they  needed  to  draw  on  the 
Americans  for  co-operation,  so  they  federated  in  order  to 
obtain  recognition.  The  labor  leaders  were  at  the  picnic. 
The  state  legislature  and  the  city  government  had  representa- 
tives at  the  picnic  thinking  that  they  would  be  a  fertile 
ground  to  work  on;  but  no  health  interest  and  no  welfare 
interest  was  represented. 

"  The  grouping  of  the  immigrant  for  American  assistance 
is  an  expression  of  self-determination.  We  ought  to  per- 
suade the  immigrants  to  adopt  the  plans  of  welfare  that  we 
are  creating.  We  cannot  make  them  Americans  by  making 
them  puppets.  The  Amateur  Athletic  Union  has  probably 
done  as  good  a  piece  of  work  as  has  been  done  in  American- 
ization. That  is  only  one  field,  but  in  the  athletic  field  the 
immigrant  has  been  100  per  cent.  Americanized.  There  is 
one  single  standard  uniformly  accepted  and  applied  in 
athletics  in  the  United  States.  The  Amateur  Athletic  Union 
has  established  a  uniform  basis  for  competition  in  athletics. 
All  the  matches  and  races  are  according  to  a  common 
standard.  The. Athletic  Union  realized  that  they  must  get 
the  delegates  into  a  common  parliamentary  body  to  have 
a  uniform  athletic  standard.  On  equal  footing  the  foreign- 
ers compete  with  the  Americans.  This  is  the  most  perfect 
method  of  Americanization  that  we  have  found. 


3178     Citizenship  Training  in  the  State  of  New  York 

"In  one  town  wliere  the  Poles  invaded  the  Connecticut 
valley  things  are  paralyzed.  The  town  is  dead  civicly.  The 
old  Americans  resented  the  coming  of  these  new  Americans 
and  their  persistency  in  buying  the  old  farms.  On  account 
of  the  more  intensive  cultivation  methods  of  the  Poles  they 
can  afford  to  pay  more  for  the  farm  lands  than  the  Amer- 
icans. In  another  town  of  the  same  size  and  the  same  pro- 
portion of  Poles,  quite  another  condition  existed.  The  old 
Americans  tried  to  keep  the  town  from  being  wrecked  by  the 
Poles. 

"  They  all  clubbed  together,  Catholics  and  Protestants 
alike,  and  built  a  Catholic  Church  for  the  Poles  and  they 
rallied  to  this  new  church  and  formed  a  responsible  group. 
This  town  has  forged  ahead  because  it  has  found  an  Amer- 
ican way  of  Americanizing  Poles.  When  they  need  the  sup- 
port of  the  Polish  contingency  in  the  town,  they  have  a  united 
body  to  call  upon. 

"  The  United  States  has  discovered  for  the  rest  of  us 
the  most  successful  method  of  Americanization,  a  method 
which  preserves  the  self-respect  of  the  new  as  well  as  the 
old  Americans.  They  found  this  out  by  their  method  of 
approach  to  the  foreign-born  in  the  Liberty  Loan  drives. 
It  was  a  German-American  who  suggested  the  scheme  of 
approaching  the  foreigners  through  their  own  institutions 
and  through  their  own  leaders  with  the  result  that  40  to  50 
per  cent,  of  the  amount  subscribed  to  the  various  loans  was 
from  foreiffn-born  residents." 


'to-' 


11.  Chamber  of  Commerce  of  the  State  of  New  York,  65  Liberty 
street,  New  York  City,  Howard  Finney. 

Officers. —  President,  Alfred  E.  Marling;  vice-presidents: 
Philip  A.  S.  Franklin,  James  A.  Farrell,  Samuel  Rea,  Frank  K. 
Sturgis,  Henry  P.  Davison,  T.  DeWitt  Cuyler,  J.  Pierpont  Mor- 
gan, George  F.  Baker,  Frank  Trumbull,  Samuel  W.  Fairchild, 
John  D.  Rockefeller,  Jr.,  Jacob  H.  Schiff ;  treasurer,  William  H. 
Porter;  chairman.  Executive  Committee,  Welding  Ring. 

Chamber  of  Commerce  of  the  State  of  New  York 
The  following  report  was  unanimously  adopted  by  the  Chamber 
of  Commerce  of  the  State  of  New  York,  at  its  monthly  meeting, 
November  1,  1917: 


Civic  and  Other  Organizations  3179 

Americanization  Campaign 
To  tlie  Chamber  of  Commerce: 

The  Committee  on  Aliens,  of  the  Major's  Committee  on 
JSTational  Defense,  has  undertaken  the  important  work  of  the 
Americanization  of  the  foreign-born  population  of  this  city,  and 
is  desirous  of  securing  the  active  co-operation  of  the  Chamber  of 
Commerce. 

The  field  covered  by  the  Americanization  campaign  planned 
embraces  the  five  boroughs  of  IS^ew  York  City,  in  which  there  are 
at  the  present  time  more  than  500,000  adults  who  neither  read, 
write  nor  understand  the  English  language.  This  great  body  of 
aliens  is  out  of  touch  with  American  ideals,  and  is  not  properly 
informed  of  the  duties,  liabilities  and  privileges  of  citizens  and 
residents  of  this  countiy.  These  aliens  are  misled  by  propaganda 
of  a  seditious  nature  in  their  foreign  press  and  through  the  utter- 
ances of  agitators  on  street  corners  and  in  their  clubs.  The 
Mayor's  Committee  has  planned  a  remedy  which  it  is  hoped  will 
meet  the  emergency  created  by  the  war.  Classes  have  been 
formed  at  the  night  schools  for  the  purpose  of  teaching  these 
foreign-born  citizens  the  duties  and  privileges  of  American  citizen- 
ship. An  experiment  at  Public  School  25  last  summer  showed 
the  efficiency  of  this  method.  During  the  hottest  days  of  July 
and  August,  an  attendance  of  85  per  cent,  of  the  enrollment  was 
maintained.  An  appropriation  of  $102,000  has  been  made  by  the 
Board  of  Education  for  extending  and  improving  the  night 
schools. 

The  practical  results  of  this  campaign  would  be  not  only  that 
the  spirit  of  patriotism  would  be  aroused  and  the  ideals  for  which 
this  country  stands  made  known,  but  there  would  be  a  direct 
economic  benefit  to  employers  if  all  their  employees  were  to  have 
a  working  knowledge  of  the  English  language. 

The  Mayor's  Committee  on  Aliens  specifically  requests 
that  employers  give  preference  to  employees  having  certificates 
of  attendance  at  night  schools  and  that  they  urge  all  their  foreign- 
born  employees  to  attend.  They  are  also  asked  to  inform  them, 
by  means  of  payroll  slips,  posters,  etc.,  that  the  schools  are  open. 
When,  by  reason  of  the  character  of  their  employment  or  their 
position,  certain  employees  cannot  attend  the  night  schools, 
employers  are  asked  to  permit  the  formation  of  classes  in  their 
various  establishments  during  working  hours,  in  order  that 
instruction  in  English,  civics  and  c'^^izenship  may  be  '.^iven. 


S18D       CiTIZEXSHIP  TrAIXIXG  IX  THE   StATE  OF  Xew  YoRK 

Various  commercial  and  civic  organizations  of  the  city  have 
appointed  special  committees  to  co-operate  with  the  Mayor's  Com- 
mittee, which  is  acting  as  a  clearing  house  for  all  agencies  in 
the  city  who  can  assist  in  the  Americanization  Campaign.  Your 
Committee  on  Commercial  Education  feels  that  this  matter  is 
an  important  one  and  that  hearty  support  should  be  given  the 
Mayor's  Committee. 

Your  Committee  requests  that  authority  be  given  it  to  com- 
municate with  the  members  of  the  Chamber,  urging  them  to 
carry  out  the  suggestions  of  the  Mayor's  Committee  as  above  out- 
lined, and  to  this  end  offers  for  adoption  the  following  resolutions: 

Resolved,  That  the  Chamber  of  Commerce  of  the  State  of  New 
York  indorses  the  Americanization  Campaign  which  has  been, 
planned  by  the  Committee  on  Aliens  of  the  Mayor's  Committee 
on  National  Defense,  and  urges  its  members  to  co-operate  in 
carrying  out  the  plans  of  the  Committee;  and  be  it  further 

Resolved,  That  the  Chamber's  Committee  on  Commercial  Edu- 
cation be  authorized  to  bring  to  the  attention  of  the  members  of 
the  Chamber  the  objects  of  the  Campaign,  and  to  assist  in  its 
furtherance  in  whatever  way  the  Committee  may  deem  best. 

Eespectfully  submitted, 

Howard  C.  Smith,  Chairman, 
Julio  F.  Sor^axo, 
Alexander  C.  Humphreys, 
Lionel  Sutro, 
Joseph  H.  Sears, 
William  W.  Heroy, 
Of  the  Committee  on  Commercial  Education, 
Attest : 

Charles  T.  Gwynne,  Eugene  H.  Outerbridge, 

Secretary.  President, 

New  York,  November  16,  1917. 


Chamber  of  Commerce  of  the  State  of  New  York 

At  the  regular  meeting  of  the  Chamber  of  Commerce  of  the 
State  of  New  York,  held  June  6,  1918,  the  following  preamble 
and  resolutions  from  the  Committee  on  Commercial  Education 
were  unanimously  adopted : 


Civic  and  Other  Organizations  3181 

National  Movements  for  Ainericanization  of  Aliens 
To  tte  Chamber  of  Commerce: 

Your  Committee  on  Commercial  Education  has  for  several 
months  given  much  attention  to  the  Americanization  of  aliens. 
At  the  monthly  meeting  last  November  a  report  was  presented 
outlining  the  work  being  done  in  this  city  by  the  Committee  on 
Aliens  of  the  Mayor's  Committee  on  National  Defense.  The 
Chamber  at  that  time  adopted  a  resolution  indorsing  the  Amer- 
icanization Campaign  and  urging  its  members  to  co-operate. 

At  the  April  meeting  a  short  report  was  made  of  the  attendance 
of  the  acting  chairman  of  your  Committee  at  a  conference  at 
Washington  called  by  the  Hon.  Franklin  K.  Lane,  Secretary  of 
the  Interior,  to  consider  the  Americanization  of  the  alien.  As  a 
result  of  this  conference  Secretary  Lane  appointed  a  committee, 
comj)Osed  of  men  well-known  throughout  the  United  States  and 
including  Arthur  S.  Somers,  President  of  New  York  Board  of 
Education,  to  take  steps  to  bring  about  a  nation-wide  Amer- 
icanization Campaign. 

This  Committee  has  under  consideration  comprehensive  and 
far-reaching  legislation  for  promoting  Americanization  of  aliens. 
So  far  two  bills  have  been  drafted  to  accomplish  the  desired  ends. 
Mr.  H.  H.  Wheaton,  chairman  of  the  Executive  Committee  of 
the  Advisory  Council  on  Americanization  to  the  United  States 
Bureau  of  Education,  appointed  by  the  Commissioner  of  Educa- 
tion, describes  these  bills  briefly  as  follows: 

"  (1)  A  bill  to  provide,  through  education,  for  the  promo- 
tion of  the  common  use  of  the  English  language,  patriotism, 
industrial  efficiency  and  national  unity. 

''  (2)  A  bill  to  provide  for  the  promotion  of  immigrant 
education;  to  provide  for  co-operation  with  the  states  and 
territories. 

"  The  object  of  the  first  bill  is  to  provide  the  United 
States  Bureau  of  Education  with  a  minimum  appropriation 
for  the  purpose  of  carrying  out  the  national  program  of 
Americanization  entered  into  jointly  with  the  Council  of 
National  Defense. 

"The  second  bill  appropriates  federal  aid  to  the  several 
states  for  the  purpose  of  Americanizing  through  education 
the  5,000,000  non-English-speaking  immigrants  residing  in 
this  country.     The  principal  fund  carried  in  the  bill  begins 


3182     Citizenship  Training  in  the  State  of  'Nbw  York 

at  $2,500,000  and  is  increased  annually  $500,000  until  the 
sum  of  $5,000,000  is  reached.  A  second  fund  provides  a 
sum  of  $75,000  annually  for  the  training  of  teachers  who 
are  to  do  the  work.  A  third  fund  provides  for  the  education 
of  incoming  immigrants  after  the  war,  when  the  number 
admitted  reaches  250,000  or  more." 

These  proposed  bills  are  likely  to  receive  many  changes  as  to 
details  before  final  enactment  into  law,  and  regarding  these 
details  your  Committee  at  the  present  time  has  no  specific  recom- 
mendations to  make.  Your  Committee,  however,  believes  it  is 
necessary  that  Americanization  be  made  a  national  movement, 
as  is  comprehended  by  these  bills.  It  is  essential  to  the  nation 
that  those  who  live  and  earn  their  livelihood  in  America  should 
learn  our  language.  Those  who  do  not  know  English  cannot  read 
the  laws  that  govern  them  or  understand  the  American  institu- 
tions which  surround  them.  By  learning  our  language  the  resi- 
dent foreigner  increases  his  own  efficiency  and  enlarges  his  oppor- 
tunities, while  at  the  same  time  our  nation  is  solidified. 

Because  of  these  considerations  your  Committee  ofi^ers  the 
following  resolution  for  your  adoption: 

Resolved,  That  the  Chamber  of  Commerce  of  the  State  of 
iSTew  York  indorses  the  Americanization  Campaign  which  has 
been  planned  by  the  Committee  appointed  by  the  Honorable 
Franklin  K.  Lane,  and  approves  the  bills  in  their  broader  sense, 
awaiting  the  revised  details  on  which  the  said  Committee  is  now 
engaged ;  and  be  it  further 

Resolved,  That  the  Chamber's  Committee  on  C(^mmercial  Edu- 
cation be  authorized  to  bring  to  the  attention  of  the  members 
of  the  Chamber  the  objects  of  the  bills,  when  enacted  into  law, 
and  to  request  all  our  members  to  co-operate  in  every  way  feasible 
in  this  Federal  Americanization  Campaign. 

In  connection  with  this  Americanization  Campaign  your  Com- 
mittee has  learned  that  Secretary  Lane  proposes  to  call  a  mass 
meeting  early  in  September,  to  be  held  in  this  city  at  Madison 
Square  Garden,  and  desires  that  the  Chamber  of  Commerce  and 
other  commercial  bodies  be  represented.  The  following  resolu- 
tion therefore  is  ofi'ered: 

Resolved,  That  the  Chamber  of  Commerce  of  the  State  of  New 
York  hereby  gives  authority  to  the  Committee  on  Commercial 
Education  that  it  may  represent  the  Chamber  at  the  American- 


Civic  and  Other  Organizations  3183 

ization  mass  meeting  to  be  held  in  Sej)tember  at  Madison  Square 
Garden,  and  that  the  Committee  may  co-operate  and  assist  in  this 
meeting. 

Lionel  Sutro,  Acting  Chairman. 
Alexander  C.  Humphreys, 
Joseph  H.  Sears, 
William  "\V.  Heroy, 
Edmund  Dwight, 
Of  the  Committee  on  Commerciul  Education, 
Attest: 

Charles  T.  Gwynne,  Alfred  E.  Marling, 

Secretary.  President. 

New  York,  June  7,  1918. 


Chamber  of  Commerce  of  the  State  of  New  York 
At  the  regular  monthly  meeting  of  the  Chamber  of  Commerce 
of  the  State  of  New  York,  held  March  6,  1919,  the  following 
report  presented  by  its  Committee  on  Commercial  Education  was 
unanimously  adopted: 

National  Measures  to  Eradicate  Illiteracy  Urged 
To  the  Chamber  of  Commerce: 

A  bill  has  been  introduced  into  Congress,  number  5464  in  the 
Senate  and  15402  in  the  House,  to  promote  the  education  of 
native  illiterates.  It  provides  for  co-operation  with  the  states 
and  municipalities  in  the  encouragement  and  support  of  educa- 
tion which  will  teach  illiterates  the  English  language,  the  funda- 
mental principles  of  government  and  citizenship,  and  other 
knowledge  useful  for  "successful  living  and  intelligent  American 
citizenship,"  The  measure  contemplates  the  expenditures  by 
Congress  of  $100,000,000,  spread  over  eight  years,  and  a  like 
sum  by  states  and  municipalities. 

The  passage  of  this  bill  will  enable  a  national  educational 
campaign  to  banish  illiteracy  from  the  nation.  At  the  time  of 
our  last  census,  in  1910,  there  were  5,500,000  persons  in  the 
United  States  over  ten  years  of  age  who  were  unable  to  read  or 
write  in  any  language.  Even  in  New  York  State,  one  of  every 
eighteen  persons  was  thus  handicapped;  while  in  the  Southern 


3184:     Citizenship  Teaining  in  the  State  of  Xew  Yoek 

states  illiteracy  was  much  more  prevalent  Louisiana  had  one 
illiterate  for  every  three  persons.  In  the  first  draft  last  y^ar, 
700.000  men  registered  who  were  unable  to  read  or  write. 
Co?npetent  authorities  have  estimated  that  our  nation  contains 
today  fully  5,000,000  illiterates  and  5,000,000  "near  illiterates," 
making  our  illiterate  population  nearly  one-tenth  of  the  people 
in  the  United  States. 

Illiteracy  must  be  eradicated  as  a  serious  danger  and  menace 
to  democratic  government.  Aside  from  its  effect  on  economic 
waste  and  efficiency  the  whole  structure  of  our  government  is 
based  upon  the  intelligence  of  the  voter  and  no  greater  work  for 
the  permanence  of  sober  self-government  can  be  done  than  by 
obliteration  of  illiteracy. 

Your  Committee  on  Commercial  Education  is  of  the  opinion 
that  an  important  step  toward  eliminating  illiteracy  can  only  be 
obtained  by  a  systematic  educational  campaign  on  a  national 
scale.     This  is  contemplated  in  the  bill  now  in  Congress. 

Therefore,  the  following  resolutions  are  offered  for  your 
adoption: 

Resolved,  That  the  Chamber  of  Commerce  of  the  State  of  Xew 
York  favors  the  enactment  into  law  of  S.  5464,  H.  K.  15402  or 
a  similar  measure,  to  diminish  illiteracy  and  spread  education  as 
a  national  plan;  for  proper  education  prevents  poverty  and  vice, 
and  prepares  men  for  the  adequate  performance  of  their  social 
and  civic  duties ;  and  be  it  further 

Resohed,  That  copies  of  this  report  and  resolution  be  sent  to 
the  Senate  Committee  on  Education  and  Labor  and  the  House 
Committee  on  Education. 

Howard  C.  Smith,  Chairman, 
Alexander  C.  Humphreys, 
Lionel  Sutro, 
Frederick  J.  Lisman, 
William  W.  Heroy, 
Edmund  Dwight, 
Of  the  Committee  on  C ommercial  Education. 
Attest : 

Charles  T.  Gwynne,  Alfred  E.  Marling, 

Secretary.  President. 

IsEw  York,  March  7,  1919. 


Civic  and  Other  Organizations  3185 

12.  Chinese  Consolidated  Benevolent  Association,  16  Mott  street, 
K'ew  York  City,  Lee  To,  chairman,  March  19,  1920: 

''In  reply  to  your  letter  of  March  2d  with  respect  to  our 
organization,  I  am  glad  to  give  you  the  information  desired. 

"  Our  Association  Chung  Wah  Kung  Saw,  or  name  in 
English,  Chinese  Consolidated  Benevolent  Association,  is  just 
what  its  name  implies.  It  aims  to  help  and  promote  peaceful 
pursuits  and  the  welfare  of  the  Chinese  living  in  New  York 
and  vicinity  —  seeing  that  the  sick  are  cared  for;  the  dead 
who  have  no  relatives  given  burial;  and  the  poor  and  desti- 
tute relieved.  Such  expenses  are  defrayed  by  voluntary 
contributions  in  particular  cases  or  by  annual  contributions. 
All  Chinese  without  distinction  are  cared  for  in  this  man- 
ner by  us,  if  the  cases  are  known  to  us  or  if  help  is  applied 
for.  This  is  all  our  work  and  our  association  is  chiefly  sup- 
ported by  the  established  Chinese  merchants  in  the  city  who 
give  annual  contributions  to  us  to  carry  on  our  work. 

"We  are  non-sectarian,  un-political,  etc.,  only  for 
charitable  work." 

13.  Community  Councils  of  New  York  City,  Municipal  Building, 
New  York  City: 

Executive  Committee.— George  Gordon  Battle,  chairman; 
William  C.  Breed,  treasurer ;  Mrs.  H.  Goster  Armstrong,  11.  A. 
E.  Chandler,  John  Collier,  Joseph  P.  Day,  William  L.  Ettinger, 
Virginia  C.  Gildersleeve,  George  J.  Gillespie,  I.  E.  Goldwasser, 
Mrs.  Helen  Hartley  Jenkins,  Alfred  J.  Johnson,  Rev.  Robert  F. 
Keegan,  George  W.  Loft,  Henry  MacDonald,  Sara  Graham- 
Mulhall,  Frank  Oliver,  James  H.  Post,  Lawson  Purdy,  Thomas 
Rock,  Mrs.  C.  C.  Rumsey,  Mortimer  L.  Schiff,  Mrs.  V.  G.  Simk- 
hovitch,  Alfred  E.  Smith,  Arthur  S.  Somers,  Mrs.  Charles  L. 
Tiffany,  Mrs.  Frank  A.  Vanderlip,  Lillian  D.  Wald,  Felix  M. 
Warburg,  William  G.  Willcox,  Mrs.  Egerton  L.  Winthrop. 

Americanization  Committee. —  Felix  M.  Warburg,  chairman; 
Mrs.  August  Belmont,  H.  A.  E.  Chandler,  Mary  Dreier,  H.  H. 
Goldberger,  Mrs.  A.  B.  Hepburn,  William  Fellowes  Morgan, 
Xathanicl  Phillips,  Mrs.  C.  C.  Rumsey,  Finley  J.  Shepard, 
Arthur  S.  Somers. 

The  plans  of  the  Americanization  Committee  under  the  chair- 
manship of  Mr.  Felix  M.  Warburg  have  not  yet  been  fully 
evolved.     The  delay  is  due  to  the  necessity  of  awaiting  the  steps 


3186     Citizenship  Training  in  the  State  of  ISTew  Yoek 

that  the  national  government  proposes  to  take  in  this  field.  More- 
over, it  seemed  necessary  to  find  just  what  form  the  eouncils 
themselves  would  take,  as  it  was  considered  that  thev  were  in 
themselves  the  greatest  of  all  Americanization  agencies,  and  the 
work  of  the  Committee  would  be  largely  that  of  making  council 
work  reach  and  be  effective  among  the  foreign-born.  The 
activities  usually  comprised  under  the  term  Americanization 
were,  of  course,  to  be  supported.  Local  committees  co-operate 
with  the  night  schools  in  forming  classes  and  maintaining  interest. 
But  beyond  that  the  aim  was  to  draw  the  foreign-born  into  par- 
ticipation in  general  council  activities,  whether  of  welfare  work 
or  recreation.  Neighborliness  operating  in  a  systematic  way  is 
the  keynote.  Efforts  will  be  made  to  secure  the  aid  on  the  local 
committees  of  the  racial  leaders  who  can  link  their  fellow  country- 
men to  the  councils.  The  nucleus  of  the  local  commktee  is, 
therefore,  the  local  school  board,  the  local  racial  leadership,  and 
those  in  charge  of  the  principal  council  activities.  As  the  Fed- 
eral government  works  out  its  plans,  the  councils  will  stand  ready 
to  put  them  into  effect. 

14.  The  Constitutional  League,  Grand  Central  Palace,  New  York 
City: 

Who  It  Is 

The  following  Americans  have  consented  to  serve  on  the  com- 
mittee for  the  Constitutional  League: 

Hon.  Franklin  K.  Lane,  Secretary  of  the  Interior. 

Hon.  Alfred  E.  Smith,  Governor  of  New  York. 

Hon.   Charles  Evans  Hughes. 

Hon.  William  Philips,  First  Assistant  Secretary  of  State. 

Hon.  Franklin  D.  Roosevelt,  First  Assistant  Secretary  of  the 
Navy. 

His  Eminence  Cardinal  Gibbons. 

Right  Reverend  Bishop  Burch. 

Reverend  Dr.  Joseph  Silverman. 

Hon.  William  H.  Edwards,  Collector  of  Inte^rnal  Revenue, 
New  York. 

Jeremiah  W.  Jenks,  L.  L.  D.,  Ph.  D.,  Publicist. 

Colonel  Theodore  Roosevelt. 

Guy  Emerson,  vice-president.  National  Bank  of  Commerce. 

Joseph  Hartigan,  manager,  Foreign  Language  Division, 
Government  Loan  Organization. 


Civic  and  Other  Organizations  3187 

Jerome  A.  Myers,  manager,  Speakers'  Bureau,  Government 
Loan  Organization. 

W.  B.  Marsh,  advertising  manager,  Government  Loan 
Organization. 

Manny  Strauss,  consultant. 

Hon.  Herbert  C.  Pell,  Jr.,  ITth  JSTew  York  Congressional 
District. 

William  DeForest  Manice,  O'Brien,  Boardman,  Parker  &  Pox, 
treasurer. 

What  It  Is 

The  Constitutional  League  is  a  voluntary  association  of  citizens 
who  believe  in  the  Government  of  the  United  States  and  who  con- 
sider its  underlying  principles,  as  evidenced  by  the  Constitution, 
a  true  expression  of  the  fundamental  rights  and  liberties  of  the 
people. 

Its  Platform 

If  the  people  of  America  read  and  understand  the  Constitution 
of  the  United  States,  there  will  be  no  question  of  any  other  form 
of  government  for  America. 

We  have  tried  the  Constitution  and  it  has  worked  satisfactorily 
for  135  years,  during  which  time  the  United  States  has  grown  to 
be  the  greatest  nation  in  the  world.  Let  us  not  lightly  consider 
casting  it  aside. 

What  It  Proposes  To  Do 
This  organizatien  proposes  to  do  the  following  concrete  things: 

1.  Put  a  copy  of  the  United  States  Constitution  into  every  one 
of  the  20,000,000  homes  in  America. 

2.  Explain  the  Constitution  by  the  spoken  word  in  every  public 
forum. 

3.  Translate  the  Constitution  into  not  less  than  sixteen  foreign 
lang-uages  commonly  spoken  and  read  by  Americans  of  foreign 
birth  and  extraction. 

4'.  Explain  the  Constitution  by  means  of  motion  picture  slides 
and  films  in  the  16,200  motion  picture  houses  of  America. 

5.  Have  the  Constitution  taught  to  every  American  school 
child. 

6.  Use  the  15,100  newspapers  and  the  thousands  of  magazines 
in  the  country  to  develop  a  clearer  understanding  of  the 
Constitution. 


3188     Citizenship  Tkaixing  in  the  State  of  ISTew  Yokk 

What  It  Will  Accomplish 
This  organization  will  seek  to  accomplish  the  following  results: 

1.  The  preservation  of  American  ideals. 

2.  The  development  of  a  clearer  and  more  general  understand- 
ing of  these  ideals  by  all  the  people. 

3.  The  encouragement  of  anv  activity,  whether  or  not  initiated 
by  the  League,  which  will  lead  to  sound  Americanism. 

4.  The  encouragement  of  open  discussion  of  questions  affecting 
the  fundamental  principles  upon  which  American  institutions  are 
based. 

5.  The  education  of  our  alien  population  in  the  principles 
underlying  the  Constitution  of  the  United  'States. 

What  It  Will  Not  Do 
The  organization  will  not  take  part  in  any  activity: 

1.  Which  is  controlled  in  aim  by  any  class,  creed  or  political 
party. 

2.  Which  seeks  the  aggrandizement  of  any  individual  or  group 
of  individuals. 

3.  Which  does  not  have  for  its  jmrpose  the  greatest  good  of 
America. 

4.  Which  is  purely  local. 

How  It  Will  Function 

The  organization  j^rojDOses  to  accomplish  results  entirely 
through  education  of  the  public  mind.  This  will  be  brought 
about  by  means  of: 

1.  Volunteer  speakers  in  motion  picture  houses,  schools,  facto- 
ries and  other  public  forums. 

2.  The  distribution  of  printed  matter. 

3.  Articles  and  statements  in  the  public  press. 

4.  Co-operation  with  other  organizations  or  individuals. 

The  Extent  of  Its  Work 
The    territorial    extent    of    the    organ izat-on's    work    will    be 
national,  limited  only  by  the  funds  available. 

How  Its  Funds  are  Used 
Any  funds  contributed  to  the  treasury  of  this  organization  will 
be  used  as  follows: 


Civic  and  Other  Organizations  31S9 

1.  For  printing  and  distribution  of  literature. 

2.  In  locating  and  training  speakers. 

8.  For  salaries  and  necessary  overhead  expenses. 

4.  For  postage  and  stationery. 

6.  For  motion  picture  slides  and  films. 

15.  Cooper  Union,  New  York  City,  C.  R.  Richards,  director, 
October   10,    1919: 

"In  answer  to  your  letter  of  October  9th,  our  work,  as 
far  as  it  touches  adult  foreigners,  is  confined  entirely  to 
technical  and  art  courses.  We  do  not  deal  directly  with  any 
instruction  in  Americanization,  but  count  on  the  general 
atmosphere  of  the  institution  and  the  social  activities  of  the 
students  to  exercise  a  decided  effect  in  this  direction.  On 
Founder's  Day  and  at  graduation,  loyalty  and  civic  duties 
are  the  main  theme  of  the  addresses. 

"  The  teachers  for  these  classes  of  ours  are  selected  with 
the  greatest  care,  not  only  as  to  their  technical  ability,  but 
with  regard  to  their  human  qualities  as  teachers,  and  with 
reference  to  their  standing  as  citizens  and  members  of  the 
community.  Our  salaries  for  evening  teachers  range  from 
four  to  six  dollars  a  night." 


O" 


16.  Federation  of  Galician  and  Bucovinian  Jews  of  America, 
66  Second  avenue.  New  York  City,  J.  Kirschenbaum,  secretary, 
March  21,  1920: 

Statement  of  Activities 

1.  In  1904  the  Federation  of  Galician  and  Bucovinian  Jews 
of  America  organized  for  the  purpose  of  centralizing  the  Galician 
and  Bucovinian  Jews  in  America  for  uplifting  and  American- 
izing purposes. 

2.  The  Federation  of  Galician  and  Bucovinian  Jews  of 
America  was  successful  in  organizing  about  400  branches  —  syna- 
gogues, organizations  and  sick  benevolent  organizations  and  relief 
committees.  All  of  these  organizations  are  today  doing  splendid 
work  to  help  their  brethren  in  the  war  stricken  countries. 

3.  Up  to  the  year  1915  the  Federation  of  Gallician  and 
Bucovinian  Jews  of  America  was  busily  engaged  in  the  support- 
ing and  keeping  up  of  the  Har  Moriah  Hospital,  on  Second  street 
and  Avenue  A.  When  the  war  broke  out,  the  Federation  of 
GaUcJan  and  Bucovinian  Jews  of  America  was  unable  to  keep 


3190     Citizenship  Training  in  the  State  of  I^ew  York 

up  this  hospital  and,  therefore,  engaged  all  these  branches  in 
patriotic  duties.  All  branches  of  the  Federation  were  instructed 
to  buy  Liberty  Loan  Bonds  and  War  Saving  Stamps.  The  Fed- 
eration has  volunteered  its  own  speakers  and  literature  for  this 
cause. 

4.  In  the  run  of  this  work,  the  Federation  of  Galician  and 
Bucovinian  Jews  of  America  had  deemed  it  necessary  to  organize 
a  Eeconstruction  Committee  for  the  purpose  of  uplifting  morally 
and  financially  our  people  on  the  other  side.  The  Reconstruc- 
tion Committee  has  elected  officers  of  the  following  men: 

Mr.  William  Fischman,  15  East  26th  street,  chairman;  Mr. 
Bernard  Semel,  90  Grand  street,  vice-chairman;  Mr.  Isidore 
Blauner,  1372  Broadway,  treasurer. 

5.  This  Reconstruction  Committee  has  decided  to  give  15  per 
cent,  to  each  and  every  relief  committee  that  has  been  organized 
for  the  purpose  of  sending  relief  to  their  respective  towns.  With 
this  15  per  cent,  the  Reconstruction  Committee  means  to  encour- 
age these  organizations  to  send  their  money  to  the  poor  and  war- 
stricken  people  for  whom  this  money  was  collected.  Our  office 
has  been  advising  individuals  as  well  as  relief  committees  to  send 
their  relief  money  abroad  in  conjunction  with  either  the  People's 
Relief  Committee  or  the  Joint  Distribution  Committee.  The 
money  to  help  the  poor  and  war-stricken  people  was  collected 
from  among  the  wealthy  Jews  individually,  who  are  members  of 
our  organization. 

6.  The  work  that  has  been  engaging  the  attention  of  our  office 
from  its  very  inr.i.guration,  has  been  that  of  locating  the  relatives 
of  Galicians  and  Bucovinians  in  America  for  the  relatives  in 
Europe.  We  have  done  this  with  the  co-operation  of  our  foreign 
offices  at  Berne  and  Vienna,  which  have  availed  themselves  of  the 
foreign  newspapers  and  ^i  lists  of  the  ''  Kultusgemeinde  "  in  their 
effort  to  obtain  the  accurate  whereabouts  of  Jews  long  since 
driven  from  their  native  towps.  Here,  in  America,  our  office  has 
also  kept  in  constant  touch  with  the  newspapers,  advertising  the 
receipt  of  the  mail,  etc.  We  are  constantly  receiving  important 
and  reliable  information  for  the  relief  organizations  in  America, 
and  we,  therefore,  enable  them  to  have  a  good  way  to  send  their 
money  without  any  special  effort.  By  giving  the  addresses  to 
the  American  relatives  of  their  European  relatives,  we  enable 
thousands  of  people  on  the  other  side  to  get  direct  help  from  their 
own  people,  instead  of  receiving  charity.     Our  purpose  is  to  help 


Civic  and  Other  Organizations  3191 

the  Jews  on  "  industrial  basis,"  instead  of  making  them  subject 
to  charity.  We,  therefore,  uplift  ouj-  people  on  a  reconstruction 
plan. 

7.  The  Federation  of  Galician  and  Bucovinian  Jews  of 
America  knows  every  one  of  these  societies;  comes  in  personal 
contact  with  them;  knows  their  policies,  their  aims,  their  views 
and  demands.  We  know  that  these  organizations  have  no  political 
policy.  Their  aim  is  to  help  one  another  financially,  and  to  build 
up  a  Social  Circle  for  themselves. 

8.  Our  office  today  is  engaged  in  giving  information  to  thou- 
sands of  Galician,  Bucovinian  and  Polish  Jews.  We  are  receiv- 
ing thousands  of  letters  from  Europe,  which  we  distribute  among 
the  organizations,  and  which  we  also  give  to  them  personally. 
This  has  a  splendid  moral  effect  on  them. 

Relief  Organizations  which  were  Influenced  Through  Our  Office 
to  Send  Their  Money  to  Their  Relatives  in  Europe,  Previous 
to  Our  Premium  of  IZ  Per  Cent. 
Long  before  the  Reconstruction  Committee  had  raised  the  fund 
for  giving  15  per  cent,  to  each  relief  organization  which  would 
send  their  collected  money  for  the  war  sufferers  in  Europe,  our 
office  has  carried  on  a  wide  campaign  by  organizing  the  organiza- 
tions and  through  newspaper  publicity,  for  the  purpose  of  encour- 
aging the  organizations  to  send  their  collected  relief  money  to 
Europe.      Among  these  organizations  which  we  were  successful 
in  influencing  to  do  the  good  work  we  find  that  the 

Przemysler  Relief  Committee  has  sent $10,000 

Tlumaczer  Relief  Committee  has  sent 8,000 

Stanislauer  Relief   Committee  has  sent 6,500 

Samborer  Relief  Committee  has  sent 4,300 

Broder  Relief  Committee  has  sent 2,500 

Zolkievev  Relief  Committee  has  sent 3,650 

Horodenker  Relief  Committee  has  sent 7,250 

Burstiner  Relief  Committee  has  sent 3,200 

Brzezaner  Relief  Committee  has  sent 2,200 

Zalezciky  Relief  Committee  has  sent 1,850 

Uscie-Beskupie  Relief  Committee  has  sent 10,000 

Tlusta  Relief  Committee  has  sent 3,500 

Zurawna  Relief  Committee  has  sent 2,300 

Bolechow  Relief  Committee  has  sent 10,000 

Drohobycz  Relief  Committee  has  sent 6,000 


3192     Citizenship  Training  in  the  State  of  ISTew  York 

Podhajce  Relief  Committee  has  sent $6,500 

Czortkow  Relief  Committee  has  sent 10,000 

Jaroslaw  Relief  Committee  has  sent 650 

Sassow  Relief  Committee  has  sent 8,500 

I^adworna  Relief  Committee  has  sent 1,600 

Sadagora  Relief  Committee  has  sent 6,500 

Woulaczer  Relief  Committee  has  sent 650 

Sokal  Belz  Relief  Committee  has  sent 875 

Bukla  Relief  Committee  has  sent 5,000 


Activity  Report  of  the   Organization  for  Relief  Reorganization 
Woi'k   for   Galician   and   Bucoviniun   Societies   and   Relief 
Organizations 
What   the   Federation   of   Galician    and   Bucovinian   Jews   of 
America  has  done  for  the  relief  organizations  and  societies:  has 
aided    them    in    communicating   with    their    relatives    and    com- 
patriots of  the  other  side;  distributed  letters  from  the  old  country 
(both  for  the  committee  and  for  individuals)  ;  given  them  infor- 
mation as  to  how  to  bring  over  and  send  money  to  their  relatives ; 
gave  them  publicity  in  the  various  newspapers  and  sent  special 
speakers  to  their  meetings;  gave  them  15  per  cent,  for  each  sum 
which  they  sent  to  the  war  sufferers  in  their  respective  city  or 
town  for  relief. 

Bobroka.  Borislow. 

Brzezow.  Bolechow. 

Zablotow.  Zolkow. 

Zloczow.  Podkamien. 

Prsemyslaner.  Podwoloczyska. 

Glinianer.  Dukla. 

Dolina.  Skalar. 

"Wiznitz   (Buc).  Sienower. 

Grodek-Jag.  Petzenizner. 

Jezierzuny  b.  Czortkow.  Kolomear. 

Jarczow.  Kossow. 

Monasterzyska.  Korolowka. 

Mosty  Wielki.  Kutty. 

Krv'stanopol.  Roznatow. 

Radichow.  Rzeszow. 

Sienowa. 


Civic  and  Otiii:k  Oegaxizations 


3193 


TVhat  the  Federation  of  Galician  and  Bueovinian  Jews  of 
America  has  done  for  the  relief  organizations  and  societies:  has 
aided  them  in  communicating  with  their  relatives  and  com- 
patriots of  the  other  side;  distributed  letters  from  the  old  country 
(both  for  the  committee  and  for  individuals)  ;  given  them  infor- 
mation as  to  how  to  bring  over  and  sent  money  to  their  relatives ; 
gave  them  publicity  in  the  various  newspapers  and  sent  special 
speakers  to  their  meetings. 

Belz. 


* 


Bochna. 

Borochaczany. 

Bialo-Bieltz. 

Bialo  b.   Tarnopol. 

Brody. 

Budzanow. 

Borszczow. 

Buczacz. 

Bolszowce. 

Biecz. 

Burstyn. 

Borszow  b.  Prsemysl. 

Brzesko. 

Blazowa. 

Bratkowce  b.  Stryj. 

Bachorz. 

Bablanowa. 

Babowa. 

Czortkof. 

Czernelice. 

Czudec. 

Cieszanow. 

Chorostkow. 

Chodrow. 

Chirow. 

Chierzanow. 

ChlebowTe. 

Chabowka. 

Dobromil. 

Delatin. 

Dombrawa. 

Dembic. 


Drogina. 

Drohobitz. 

Dunajew. 

Frihstick. 

Felstin. 

Gologore. 

Gorlic, 

Grzimalow. 

Gribow. 

Grodzisk. 

Gwodziec. 

Horodenka. 

Husiatyn. 

Halicz. 

Husakow. 

Hornice. 

Jareslow. 

Jaslau. 

Jaworow. 

Jagielnice. 

Jaslowce. 

Jadlowa. 

Jaczczobice. 

Jablonow. 

Jaworzne. 

Kozowa. 

Kudrince. 

Krasno. 

Kamienki. 

Kolbaszow. 

Krakau. 

Kosow. 

Komarno. 


•  Repetition  appears  in  original  report  submitted  to  the  Committee. 


3194     Citizenship  Trailing  in  the  State  of  New  Yokk 


Kopiczynce. 

Kolaczyce. 

Krakowiec. 

Kupna. 

Klasno. 

Krascienko. 

Krinice. 

Kurszanv. 

Kamenice. 

Luzan  (Buc). 

Lezaisk, 

Limanow. 

Lancut. 

Lawoczne. 

Lisk. 

Lacko. 

Lemberg. 

Mielec. 

Mykolajow. 

MoszcYska. 

Martinow-nowa. 

Muszina. 

Morszin. 

Mislenic. 

Neu-Sandec. 

Nowa-Targ. 

Nisko. 

Xisznow. 

Oswencin. 

Olchowce. 

Olpiny. 

Olszice. 

Olesky. 

Olpzany. 

Probuzna. 

Procbnik. 

Perhensk. 

Prsemysl. 

Podhajce. 

Potok-Zlote. 

Pawa-Ruska. 

Rudny. 


Ropienka, 

Radinmox. 

Radomyszal. 

Rozdol. 

Rimanow.  , 

Rohatvn. 

Sczawnice. 

Sutczowaw   (Buc). 

Sczerziec. 

Stanislaw. 

Sandowa-Wyszna. 

Sandowieczka-Wyszna, 

Stristanelv. 

Sadagora   (Buc). 

Solotwina. 

Sokol. 

Sokolow. 

Sniatyn. 

Strisow. 

Strysow. 

Skalat. 

Sasow. 

Sanok. 

Sambor. 

Stariny. 

Skole. 

Starosol. 

Sendziszow. 

Sianky. 

Slawskv. 

Skala. 

Tlumacz. 

Tarnobrzedg. 

Turka. 

Tnpornw. 

Tlusty  b.  Saleszczykie. 

Tauste. 

Tismenic. 

Tarnopol. 

Tarnow. 

Trembowla. 

Tyczin. 


Civic  and  Other  Organizations  3195 

Ulaczkowce.  Wielkie-Oczy. 

Ulanow.  Wielitczka-Male. 

Usice  Bes  Kupie.  Wolotzer. 

TJscie-Dolna.  Zamoscz. 

Uscie-Zielona.  Zalosce. 

TJhnow.  Zurawne. 

Wojnicz.  Zaleszczykie. 

Wvtkow-now.  Zakoliczyn. 

Wojnilow.  Zasow. 

Wojtkowa.  Zagorsz-nowa. 

Watowice,  Zbarasz. 

9.  The  Reconstruction  Committee  from  the  Federation  of 
Galician  and  Bucovinian  Jews  of  America  has  sent  clothing  for 
Polish  war-stricken  people.  These  clothes  will  be  distributed 
among  our  people  wherever  it  will  be  jDOssible  for  us  to  reach 
them.  The  clothing  was  sent  through  Fred.  A.  Kirk  &  Company, 
Inc.,  72  Wall  street,  'New  York. 

Owr  Office  in  Vienna 
Our  office  in  Vienna  is  spreading  its  activities  throughout 
Poland,  and  doing  very  good  work  among  the  many  Galician  and 
Bucovinian  Jews  in  Vienna.  This  office  is  known  under  the 
name  of  the  "iSTational  Rath."  It  is  an  organization  which  was 
recognized  by  the  Polish  Jews  of  Eastern  Europe.  Their  leaders 
are  well  known  Zionists.  The  office  takes  care  of  the  children 
of  the  refugees,  giving  them  a  professional  and  vocational  train- 
ing. The  "  iS^ational  Rath  "  conducts  the  following  branches  and 
offices : 

1.  Employment  Council,  consisting  of  engineers  and  profes- 
sional men  qualified  to  guide  applicants  by  suggestion  of  vocation 
or  profession  most  suited  to  their  capabilities. 

2.  Office  presenting  statistics  of  the  various  industries,  tech- 
nical and  architectural,  for  business  men  and  laborers. 

3.  Employment  Bureau  for  convenience  of  employers  and 
employees. 

4.  Vocational  schools,  where  courses  are  given  in  accordance 
with  advice  rendered  by  Employment  Council: 

1.  Artistic  bookbinding. 

2.  Carpentry, 

3.  Tailoring. 

4.  Key  smithing. 


3196     Citizenship  Traijcixg  in  the  State  of  IsTew  York 

Instruction  in  the  above  studies  are  given  by  qualified  and  com- 
petent men, 

5.   Home  for  workingmen,  including 

1.  Food. 

2.  Lodging. 

3.  Laundry  and  clothing. 

Monthly  Imdget  for  Employment  Council  is  10,500  K. 

Monthly  budget  for  Workingraen's  Home  is  18,090  K. 

Monthly  budget  for  Vocational  Schools  is  92,002  K. 

It  is  a  known  fact  to  most  social  workers  that  the  "i^Tational 
liath"  is  doing  supernatural  work  for  the  reconstruction  of 
Jewry  in  Galicia.  The  entire  task  of  procuring  political  and 
economical  rights  has  been  accomplished  by  the  "  National  Rath," 
through  their  representative  at  the  Peace  Conference  in  Paris. 

17.  Finnish  Educational  Association  of  Manhattan,  2056  Fifth 
avenue,  Nev/  York  City,  Henry  L.  Slobodin,  attorney,  March  23, 
1920: 

Calendar  of  the  Finnish  Workers'  Educational  Society  Cluh. 
Sunday 

Morning. —  Gymnasium  open  for  general  athletic  exercises. 

Afternoon. —  Lectures;  debates  followed  by  general  discussion 
mostly  on  the  subject  of  co-operation  and  then  their  use  to  wage 
workers. 

Evening. —  One-act  play  given  by  dramatic  society ;  short 
addresses;  reading  or  recitation,  followed  by  music  and  dance; 
singing  society,  rehearsal,  2  p.  m.  Circulating  library  open  from 
7  p.  M.  to  9  p.  M. 

Mo7iday 

Men's  training  night;  wrestling;  classes  in  English  language. 

Tuesday 

Meeting  of  committee  on  entertainments  at  8:30  p.  m.  ; 
rehearsals  of  dramatic  society;  rehearsals  of  men's  singing 
society;  women's  training  night. 

Wednesday 

Rehearsals  of  dramatic  society;  rehearsals  of  women's  singing 
society;  gymnastics;  general  athletic  exercises;  debating  club; 
elocution  exercises. 

Thrrrsday 

Meeting  of  Naturalization  Bureau:  first  and  second  papers; 
class  on  United  States  and  State  Constitution;  lectures  on  civics; 


Civic  and  Otpier  Obganizations  3197 

discussions;    classes    in    English    language.     Circulating   library 
open  from  7  p.  m.  to  9  p.  m. 

Friday 

Lectures  on  dramatic  art;   classes  in  elocution;  rehearsals  of 
dramatic    society;    rehearsals   of  women's   singing   society;    chil- 
dren's night;   singing;   dancing;  g;^'mnastic  exercises;   entertain- 
ment ;  buffet. 
Saturday 

Play  by  dramatic  society,  followed  by  dancing  or  singing  by 
singing  societies;  lectures;  athletic  exercises  and  dancing. 

Reading  room  open  every  day  from  10  a.  m.  to  10  p.  m. 

Information  bureau  open  every  week  day  from   10  a.   ]m.   to 

10    p.    M. 

Educational   director:     Wilhe  Hedman. 

Dramatic  director:     Kaarlo  Xissinen. 

'Singing  societies  director:     Juho  Koskels. 

Athletic  director:     John  Aarins. 

Orchestra  leader:     William  E.   Stein. 

Civics  and  English:     Wilhe  Hedman. 

Librarian:     Wilhe  Hedman. 

Library  of  about  1,000  volumes,  half  English,  half  Finnish. 

18.  Girl  Scouts,  189  Lexington  avenue,  New  York  City, 
Miss  Marion  Lee  Bishop,  local  director: 

''  The  Girl  Scout  organization  works  with  children  from 
ten  years  of  age  to  eighteen.  After  that  point,  they  are 
urged  to  become  leaders  of  groups.  At  every  meeting,  there 
is  a  formal  opening  exrcise  which  includes  the  salute  to 
the  flag  and  the  singing  of  the  first  and  last  stanzas  of  the 
'  Star  iSpangled  Banner.' 

"Before  a  girl  can  become  a  registered  Scout,  she  must 
know  the  history  of  our  flag,  a  little  about  her  state  or  town 
government,  the  full  name  of  the  Governor  of  her  state 
and  the  full  name  of  the  President.  Later,  she  is  urged  to 
earn  her  civic  badge. 

"  To  obtain  this  badge  a  Scout  must 

"1.  Be  able  to  recite  the  preamble  to  the  Constitution. 

"  2.  Be  able  to  state  the  chief  requirements  of  citizen- 
ship of  a  voter  in  her  state,  territory  or  district. 

"  3.  Be  able  to  outline  the  principal  points  in  the  natural- 
ization laws  in  the  United  States. 


3198     Citizenship  Training  in  the  State  of  ]^ew  Yoke 

"  4.  Know  how  a  president  is  elected  and  installed  in 
office,  also  method  of  electing  vice-president,  senators,  rep- 
resentatives, giving  the  term  of  office  and  salary  of  each. 

"5.  Be  able  to  name  the  officers  of  the  President's 
cabinet  and  their  portfolios. 

"  6.  The  number  of  Justices  of  the  Supreme  Court  of 
the  United  States,  the  method  of  their  appointment  and  the 
term  of  office. 

"  7.  Know  how  the  Governor  of  her  state,  the  Lieutenant- 
Governor,  Senators  and  representatives  are  elected  and  their 
term  of  office.  Also  explain  the  government  of  the  District 
of  Columbia  and  give  the  method  of  filling  the  offices. 

"  8.  Know  the  principal  officers  in  her  town  or  city  and 
how  elected  and  the  term  of  office. 

"  9.  Know  the  various  city  departments,  and  their  duties, 
such  as  fire,  police,  board  of  health,  charities  and  education. 

"  10.  Be  able  to  name  and  give  location  of  public  build- 
ings and  points  of  interest  in  her  city  or  town. 

"11.  Tell  the  history  and  object  of  the  Declaration  of 
Independence. 

"  I  am  sorry  that  I  cannot  give  you  the  numbers  of  the 
girls  of  the  various  nationalities.  But  needless  to  say,  we 
have  every  type  from  Chinese  and  colored  girls  to  Italians, 
Russians,  etc.,  and  they  are  scattered  all  over  New  York 
State,  the  greater  number  of  them,  however,  being  about 
'New  York  City. 

"  One  type  of  organization  work  which  we  do  is  having 
our  girls  act,  when  possible,  as  interpreters  for  people  of 
their  nationality  who  have  come  to  this  country  and  are  in 
some  slight  difficulty.  This  has  proved  to  be  very  helpful 
both  to  the  child  and  the  families  involved.  Another  type 
of  work  which  we  lay  stress  on  is  that  of  organized  troops 
taking  into  their  groups  girls  who  have  been  in  this  country 
a  short  time  who  know  little  or  nothing  about  our  ideals 
and  principles  but  who  are  eager  for  girl  companionship  and 
naturally  eager  to  learn  all  possible  about  this  '  new  country.' 

''I  might  illustrate  that  by  an  example  of  a  troop  in 
Long  Island  of  girls  of  the  better  class  who,  last  week,  took 
in  a  patrol  of  eight  Italian  girls  whose  parents  speak  no 
English  and  the  girls  only  broken  English.  A  third  type 
of  work  which  we  have  been  able  to  do  is  urging  our  older 


Civic  and  Other  Organizations  3199 

girls,  ttat  is,  over  eighteen,  to  go  back  into  their  community 
and  aid  in  the  teaching  of  English  in  the  night  classes. 
For  instance,  one  Italian  girl  who  has  been  a  Scout  for 
five  years  is  now  giving  three  nights  a  week  to  the  Public 
School,  teaching  her  neighborhood  fathers  and  mothers 
English." 

19.  Hebrew  Sheltering  and  Immigrant  Aid  Society  of  America, 
229  East  Broadway,  New  York  City,  John  L.  Bernstein,  President, 
December  1,  and  December  12,  1919: 

"  The  Hebrew  Sheltering  and  Immigrant  Aid  Society  of 
America  is  a  national  institution  engaged  in  Jewish  immi- 
grant aid  work.  It  provides  immigrants  with  temporary 
shelter,  food  and  clothing;  it  prevents  them  from  becoming 
public  charges  by  helping  them  to  obtain  employment ;  it 
discourages  their  settling  in  congested  cities;  it  encourages 
them  to  follow  agricultural  pursuits.  The  Society  takes 
proper  measures  to  prevent  ineligible  persons  from  immi- 
grating into  the  United  States. 

"  The  steps  we  take  to  prevent  such  persons  from  coming 
to  the  United  States  are: 

"  1.  Our  Information  Bureau  is  consulted  by  thousands 
of  persons  annually  who  desire  to  send  for  relatives.  We 
elicit  from  them  all  information  in  regard  to  their  relatives 
and  if  in  our  opinion  they  are  inadmissible  for  reasons  above 
stated,  we  urge  the  applicants  not  to  send  for  them. 

"  2.  We  also  receive  letters  from  persons  throughout  the 
country  who  desire  to  send  for  their  relatives.  With  the 
information  we  receive  we  are  often  able  to  advise  whether 
they  can  send  for  their  relatives. 

*'  3.  Often  letters  are  received  from  individuals  abroad 
giving  information  about  themselves  and  asking  whether 
they  are  admissible  under  our  laws.  Our  answers  dis- 
courage and  prevent  ineligibles  from  coming  here. 

"4.  Organizations  abroad  also  write  to  us  and  we  urge 
upon  them  to  see  to  it  that  inadmissible  persons  are  not  put 
to  the  trouble  and  expense  of  coming  to  the  United  States. 

"  5.  Our  office  in  Yokohama  investigates  every  prospective 
immigrant  and  prevents  the  emigration  of  persons  who  are 
inadmissible.  In  some  cases  we  have  paid  the  transporta- 
tion of  ineligibles  back  to  the  original  places  from  which 


3200     CiTizE]vsHip  Teaining  in  the  State  of  New  York 

they  came,  in  order  that  they  may  not  make  any  attempts 
to  sail  for  the  United  States. 

"  6.  We  have  translated  into  Yiddish,  for  distribution 
abroad,  the  United  States  Immigration  Laws,  so  that  they 
may  be  understood  by  all  who  read  them. 

^'All  our  work  here  and  abroad  is  done  with  the  full 
knowledge  and  co-operation  of  various  departments  of  our 
government. 

"  This  Society  also  fosters  American  ideals  among  the 
newcomers  and  instills  in  them  through  a  knowledge  of 
American  history  and  institutions  a  true  patriotism  and 
love  for  their  adopted  country. 

"The  Society  whose  main  office  is  at  229-231  East  Broad- 
way, ISTew  York  City,  has  branches  in  Boston,  Baltimore, 
Philadelphia,  San  Francisco,  Seattle,  Chicago,  and  Yoko- 
hama, Japan.  Offices  are  also  maintained  in  Washington, 
D.  C,  and  at  Ellis  Island,  'New  York  Harbor.  The  Society 
is  also  represented  in  other  cities  of  the  United  States  by 
national  directors  whose  duty  it  is  to  interest  themselves 
in  immigrants  settling  in  their  respective  localities. 

''During  the  year  1918,  648  Jewish  immigrants  and  934 
wayfarers  were  sheltered  in  our  Home;  114,890  meals  were 
served;  emj)loyment  was  found  for  2,054  applicants.  The 
Information  Bureau  dealt  with  9,318  cases.  The  Depart- 
ment of  Distribution  directly  assisted  715  immigrants. 
The  Bureau  of  Foreign  Eolations  handled  7,339  concrete 
cases  besides  answering  many  thousands  of  inquiries. 

"  The  Department  of  Education  has  been  a  powerful 
factor  in  Americanizing  Jewish  immigrants.  During  the 
period  of  the  war  34,848  immigrants  were  aided  in  securing 
their  first  papers;  6,676  were  helped  to  obtain  their  final 
papers  and  113  lectures  on  American  institutions  and  citizen- 
ship were  delivered. 

"During  the  period  of  the  war,  the  Hebrew  Sheltering 
and  Immigrant  Aid  Society  of  America  aided  in  saving 
33,724  Jewish  war  refugees.  Through  its  efforts  these 
refugees  were  helped  on  the  journey  by  being  sheltered. 
They  were  given  such  other  relief  as  was  necessary  and 
were  finally  reunited  with  their  relatives  in  the  United 
States  and  other  countries.  For  this  purpose  a  Home  was 
opened  in  Yokohama    Japan,  and  bureaus  were  maintained 


Civic  and  Otiiee  Organizations  3201 

in  Harbin  and  Vladivostok,  the  relief  work  being  extended 
to  Irkutsk,  Tomsk  and  Omsk, 

"  Our  statistics  show  that  during  the  ten  years  ended 
December  31,  1918,  482,742  Jewish  immigrants  entered  the 
United  States.  These  emigrated  from  practically  every 
country  of  Europe  and  the  East.  The  Ellis  Island  Bureau 
interceded  in  28,884  cases  of  these  immigrants  held  for 
special  inquiiy  and  succeeded  in  securing  the  admission  of 
22,760  on  rehearings  and  appeals  made  to  the  Department 
of  Labor  in  Washington.  The  Distribution  Department 
sent  84,023  immigrants  to  their  respective  destinations; 
32,022  persons  were  sheltered  in  the  Home,  where  1,176,000 
meals  were  served.  The  Employment  Bureau  found  posi- 
tions for  21,145  applicants  and  the  Bureau  of  Education 
assisted  64,298  immigrants  to  secure  their  naturalization 
papers,  conducted  525  classes  and  lectures  on  Americaniza- 
tion and  distributed  345,661  newspapers  and  periodicals  to 
immigrants.  The  Bureau  of  Information  gave  advice  to 
750,000  people.  The  Bureau  of  Foreign  Relations  was  of 
service  to  681,816  persons  in  facilitating  communication 
with  relatives. 

"Permit  me  to  suggest  in  connection  with  your  inquiry 
as  to  what  should  be  done  to  interest  the  immigrant  in 
American  institutions,  that  it  might  be  a  good  plan  to 
utilize  the  thousands  of  foreign  organizations  conducted  by 
immigrants,  such  as  fraternal  lodges,  synagogues,  churches 
and  ladies'  aid  societies  for  the  purpose  of  stimulating 
Americanization.  There  are  thousands  of  societies  of  that 
kind  in  New  York  City  alone.  By  enlisting  the  aid  of  all 
these  organizations  each  one  of  them  would  become  an 
Americanization  center.  Arrangements  could  be  made 
whereby  speakers  shall  attend  the  meetings  of  the  societies 
and  deliver  addresses  upon  Americanization  or  other  specific 
topics  affecting  this  country.  These  men  might  also  dis- 
tribute literature  written  both  in  English  and  in  the  mother 
tongue  of  the  immigrant  upon  American  history,  civics,  etc, 

"Aside  from  lectures  and  literature,  the  immigrants  might 
be  reached  through  classes.  The  classes  should  be  for  adults 
and  such  youths  as  are  too  old  to  attend  the  day  schools. 
The  difficulty,  it  seems  to  me,  has  hitherto  been  to  attract 
sufficient  adults  to  the  night  classes.     Toiling  workers  have 

101 


3202     Citizenship  Teaining  in  the  State  of  New  York 

been  too  tired  to  take  advantage  of  these  educational 
facilities.  Women  have  hardly  been  reached  at  all.  We 
would  suggest  the  opening  of  what  is  termed  'twilight 
classes.'  These  classes  would  meet  between  the  time  the 
workers  leave  the  shops  and  before  they  sit  down  to  supper. 
These  classes  could  be  conducted  in  the  vicinity  of  the  fac- 
tories and  should  last  for  about  three-quarters  of  an  hour, 
daily.  Such  a  system  would  have  the  advantage  of  not 
depriving  the  men  and  women  and  particularly  the  young 
people  of  their  evening  recreation.  Special  classes  should 
be  opened  for  adult  women,  not  necessarily  workers,  but  the 
mothers  who  at  present  have  no  opportunity  to  learn  English. 
"  It  is  also  suggested  that  the  various  Boards  of  Education, 
Chambers  of  Commerce  and  other  local  community  organiza- 
tions should  also  co-operate  in  this  work.  Literature  dealing 
specifically  with  Americanization  should  be  printed  in  the 
mother  tongue  of  the  immigrants.  This  literature  should 
deal  with  the  broad  aspects  of  American  history,  the  pur- 
poses of  American  institutions  and  the  duties  of  citizens. 
As  the  immigrant  becomes  more  versatile  in  English,  he 
should  be  given  simple  English  books  to  read." 

20.  The  Hungarian  Society  of  New  York,  126th  street  and  Lenox 
avenue,  New  York  City,  Joseph  Birnbaum,  secretary,  March  22, 
1920: 

Article  I 

Records  and  Objects  of  the  Society 

Section  1.  The  records  of  this  Society  shall  be  kept  in  the 
English  language. 

Section  2.  The  objects  of  the  Society  are: 

(a)  To  pay  sick  benefit  to  members  and  to  give  financial  aid 
to  distressed  worthy  members,  as  in  the  by-laws  provided. 

(b)  To  grant  privileges  and  rights  hereinafter  specified  upon 
the  death  of  a  member. 

(c)  To  pay  death  benefit  hereafter  specified  to  the  widow  or 
children  of  a  deceased  member,  or  to  those  entitled  thereto  as 
hereinafter  set  forth. 

(d)  To  foster  the  spirit  of  sociability  and  fraternity  amongst 
the  members. 


Civic  and  Other  Oeganizations  3203 

Article  II 
Admission  of  Candidates 

Section  1.  A  candidate  for  admission  must  not  be  less  than 
21  years  of  age  and  shall  not  be  eligible  for  membership  after 
attaining  his  fortieth  birthday.  He,  and  if  married,  his  wife, 
must  be  of  the  Jewish  faith. 

Section  2.  lie  must  also  be  a  resident  of  the  City  of  New 
York  at  the  time  of  filing  his  application;  must  be  mentally 
and  physically  sound,  and  of  good  moral  character  and  fully 
able  to  properly  support  himself  and  family,  or  those  dependent 
upon  him. 

21.  Immi^ant  Publication  Society,  241  Fifth  avenue,  New  York 
City,  John  Foster  Carr,  director  (also  chairman,  American  Library 
Association) : 

Mr.  Carr  came  to  the  office  of  the  Committee  during  March, 
1920,  to  describe  the  work  of  the  associations  with  which  he  is 
connected. 

The  American  Library  Association  expects  to  spend  $75,000 
in  the  next  three  years  in  immigrant  work.  There  are  about  800 
libraries  in  the  Association. 

The  Immigrant  Publication  Society  aims  to  co-operate  with 
these  libraries  and  has  already  issued  lists  of  good  books  in 
Italian  describing  the  United  States  and  its  institutions. 
Similar  lists  are  in  preparation  covering  the  Yiddish  language, 
Hebrew,  Spanish  and  French.     Still  others  will  be  covered  later. 

Mr.  Carr  made  this  statement :  "  There  does  not  exist  in  any 
foreign  language  an  acceptable  history  of  the  United  States  — 
that  is,  short  and  interesting.  The  best  one  is  in  Yiddish,  the 
author  being  a  radical  Socialist.  There  should  be  many  good 
ones,  of  course.  There  should  also  be  a  good  guide  to  farming 
and  agriculture  in  foreign  languages." 

In  all  its  work  the  Immigrant  Publication  Society  co-operates 
with  the  foreign-born  themselves.  Mr.  Carr  has  studied  the 
immigrant  for  many  years. 

The  work  of  Mrs.  Eleanor  E.  Ledbetter  of  the  Cleveland  Pub- 
lic Library  is  described  in  a  leaflet  published  by  the  Immigrant 
Publication  Society.  It  is  so  unique  and  has  been  the  object 
of  so  much  favorable  comment  from  various  sources  from  which 
the  Committee  has  gathered  its  information,  that  we  quote  it  here 
in  full: 


'6204:     Citizenship  Trainhstg  ix  the  State  of  Xew  York 

WINNING  FRIENDS  AND   CITIZENS  FOR  AMERICA 
By  Eleaxok  E.  Ledbe'tteb, 

"Free  Public  Library"  in  five  different  languages  on  the  glass 
of  the  front  doors  extends  a  welcome  to  them.  It  can  be  read 
from  the  passing  street  cars.  And  in  such  crowds  with  new 
world  eagerness  they  come,  that  our  door-step  was  worn  one-third 
through  within  five  years.  Besides  the  swarms  of  daily  casual 
visitors,  we  boast  10,000  names  on  our  register  of  borrowers,  and 
not  more  than  one  name  in  twenty-five  can  be  correctly  pro- 
nounced by  the  average  American.  We  know  that  from  fre- 
quent amusing  tests. 

Our  readers  vary  with  the  hours.  In  the  morning  come  old 
men,  moving  slowly  and  often  bent  with  age;  busy  housewives 
with  market  baskets  on  their  arms;  dear  old  ladies  with  kerchiefs 
on  their  heads.  At  midday  we  have  well-set-up  workers  from 
the  nearby  offices  who  spend  part  of  their  noon  hour  with  us. 
After  school,  promptly  after  three,  throngs  of  school  children 
rush  in,  often  leading  the  little  brothers  and  sisters  with  them. 
At  night  our  crowds  are  mostly  working  men  and  girls,  who  have 
had  their  supper,  changed  their  clothes,  and  come  to  us  for  an 
hour,  or  for  the  evening.  Here  and  there  in  the  current,  too, 
is  a  boy  who  seems  about  to  qualify  as  a  corner  loafer,  or  a  girl, 
whose  gaudy  clothes  and  bold  manner  make  you  tremble  for  her 
future.  Xearly  all  speak  in  strange  tongues  and  many  a  one 
wears  some  bit  of  strange  dress. 

There  are  those  who  talk  of  '^  foreigners "  as  of  some  queer 
kind  of  wild  animal,  to  be  approached  only  to  within  a  discreet 
distance,  and  that,  when  armed  with  an  elephant  hook  or  an 
iron-tipped  spike.  The  anxiety  with  which  an  occasional  friend 
regards  an  excursion  into  the  "  foreign  districts ''  makes  one 
laugh,  when  it  is  not  too  exasperating. 

The  truth  of  the  matter  is  that  foreigners  are  "just  folks," 
like  the  rest  of  us,  and  the  first  essential  to  any  successful  library 
work  among  them  is  to  get  rid  of  the  separating  idea  implied  in 
the  use  of  the  word  "  foreign."  We  humans  have  resemblances, 
as  our  Shylock  maintained  in  wrathful  logic,  to  cover  eveiy  need 
and  act  of  life.  Why  should  we  magnify  differences  until  we 
wound  hearts  and  "  teach  villany "  ?  To  be  sure  all  people  of 
foreign  birth  are  not  alike,  nor  are  any  of  them  just  like  Amer- 
icans. It  is  only  fair,  however,  to  remember  that  no  two  Amer- 
icans are  just  alike.     The  Bohemian  and  the  Pole,  those  brother 


Civic  and  Other  Organizations  3205 

Slavs,  in  all  essentials  of  thought  and  living,  differ  no  more 
widely  than  the  ISTew  Englander  and  the  Southerner,  or  the 
Southerner  and  tbe  Westerner.  The  word  "foreigner"  is,  there- 
fore, only  a  term  of  convenience,  not  of  large  descriptive  value, 
and  after  my  years  among  them,  our  friends  in  the  ''  foreign 
districts  '*'  certainly  seem  to  me  to  differ  from  the  American  stock, 
not  in  fundamentals  but  only  in  minor  characteristics.  Like  us, 
they  are  honest  and  sincere,  or  the  reverse.  They  love  and  hate, 
they  trust  and  distrust,  just  as  we  do.  They  are  kind  friends, 
good  neighbors,  intensely  grateful  for  kindness  from  others,  and, 
to  their  credit,  be  it  said,  less  nervous  and  more  even  tempered 
than  we  are. 

They  are  separated  from  us  mostly,  because  they  do  not  under- 
stand English,  but  friendly  intercourse  is  still  possible  on  the 
basis  of  common  needs  and  common  experience.  The  smile  of 
true  fellowship,  the  little  instinctive  act  of  human  interest,  like 
picking  up  a  child's  toy,  or  helping  a  woman  with  her  bundles, 
the  contagion  of  laughter  over  one's  desperate  efforts  to  be  under- 
stood, these  are  a  part  of  the  universal  language  which  serves 
for  all  races.  A  mother  need  not  understand  English  to  have  her 
heart  warmed  by  one's  admiration  of  her  baby.  She  appreciates 
the  interest  shown  in  straightening  her  boy's  coat  collar,  or  in 
finding  him  a  book  that  suits  him,  even  though  she  does  not  under- 
stand a  word  of  the  conversation  which  accompanies  the 
pantomime. 

To  do  successful  work  among  these  people  then,  it  is  necessary, 
first  of  all,  for  the  librarian  to  meet  them  with  a  human  interest, 
strong  enough  to  express  itself  without  the  aid  of  English.  It 
is  necessary  that  she  go  out  and  get  acquainted  with  her  people 
as  thev  live  their  common  everv-dav  life,  as  thev  nurse  the 
numerous  babies  or  bargain  for  the  family  provisions  at  the 
market. 

Indeed,  I  count  no  part  of  my  day  more  profitably  spent  than 
that  while  I  am  waiting  my  turn  at  the  meat  market.  Before 
its  spotless  benches  stand  a  throng  of  women,  chattering  a  babel 
of  languages.  One  always  feels  that  if  one  listens  hard  enough 
one  may  understand  what  they  are  saying  and  so,  listening,  I  wait 
half  an  hour  for  my  turn  and  then  forget  to  claim  it  when  it 
comes.  Once  I  may  have  thought  myself  superior  to  any  butcher, 
but  this  butcher  commands  four  languages,  while  I  have  only  one 
and,  though  I  acknowledge  it  with  regret,  I  fear  he  is  my  superior 
va.  ready  courtesy. 


3206     Citizenship  Tkaining  in  the  State  of  New  York 

I  reached  this  humble  conclusion  one  day  when  I  had  listened 
to  an  animated  discussion,  partly  in  English,  partly  in  Bohemian, 
regarding  a  "  first  cut "  of  beef.  The  customer  objected  to  the 
piece  offered.  It  was  not  what  she  had  asked  for,  she  said,  and 
she  maintained  her  point  until  it  was  admitted  that  one  cut  of 
steak  had  been  taken  from  the  joint.  I  said:  "I  wish  I  could 
ever  hope  to  know  as  much  about  meat  as  that."  Chesterfield 
himself  could  have  made  no  better  reply  than  the  sauve:  "You 
must  remember,  Mrs.  Ledbetter,  that  she  has  kept  house  a  good 
many  more  years  than  you  have." 

I  have  always  remembered,  too,  with  chagrin,  how  long  it  took 
me  to  realize  that  here  one  should  say,  "Goodbye,"  on  leaving  a 
store.  Failure  to  do  so  is  a  social  error,  which  is  barely  excusable 
on  the  grounds  of  ignorance. 

And  a  German  woman,  whom  once  I  should  have  estimated 
simply  from  her  appearance,  since  she  wears  neither  corset,  collar, 
nor  hat,  taught  me  the  fallacy  of  superficial  judgment  by  telling 
me  where  to  find  the  best  receipts  for  canning  vegetables,  and  by 
furnishing  valuable  annotations  from  her  own  experience.  I 
understand  now,  that  if  she  does  not  dress  as  I  expect  a  woman 
to  do,  it  is  not  from  ignorance  but  from  deliberate  choice.  And 
who  shall  say  that  her  choice  is  not  wise  ?     jSTot  I ! 

Thus  getting  to  know  my  neighbors  accomplishes  a  two-fold 
purpose.  It  cultivates  a  healthy  humility  in  me  since,  wherever 
I  am,  on  the  street  or  in  the  market-place,  I  learn  so  much  from 
them.  And  it  creates  a  friendly  feeling  between  us  that  paves 
the  way  for  them  to  the  library.  There,  at  least,  I  have  some- 
thing to  give  them. 

The  immediate  neighborhood  about  our  library  is  all  Bohemian 
and  German,  fully  90  per  cent.  Bohemian.  Just  beyond  is  a  dis- 
trict, chiefly  Polish,  which  we  also  reach,  and  to  the  east,  within 
walking  distance,  is  a  Slovenian  colony  of  4,000  people.  The 
Slovenians  are  commonly  called  "Grieners,"  a  term  probably 
derived  from  "  Krain,"  the  German  name  of  their  home  country 
of  Carniola,  a  province  of  lower  Austria.  "Greiner,"  however, 
is  not  without  offense  and  its  use  can  only  be  considered  a  vul- 
garism. Besides  these  four  peoples,  not  far  away  and  frequent 
readers  of  ours,  we  have  some  Croatians,  Hungarians,  Slovaks, 
Lithuanians,  Russians,  Finns,  Swedes,  Italians,  Armenians  and 
Roumanians.  The  extent  to  which  the  various  races  and  lan- 
guages are  mingled  is  well  illustrated  in  a  family,  one  member 


Civic  and  Othes  Organizations  3207 

of  which  visits  the  library  to  draw  books  for  all.  His  parents 
are  Slovak;  he  himself  reads  English,  German,  and  Bohemian; 
while  his  wife  is  Hungarian. 

In  meeting  these  foreign  friends  of  ours,  you  must  know  some- 
thing of  their  social  and  historical  backgrounds.  You  must  know, 
for  instance  that  the  Slav  races  have  often  maintained  their 
own  languages  at  incredible  cost  and  that  this  fight  to  preserve 
their  native  tongue  has  enabled  each  people  to  keep  some  rem- 
nant of  unity  in  spite  of  fearful  oppression.  There  is  a  little 
story  of  Daudet's  called  the  "  Last  Lesson,"  which  etches  a  vivid 
picture  of  a  nation's  bitterness,  when  compelled,  as  was  Alsace- 
Lorraine,  to  swallow  the  nauseous  dose  of  a  conquerer's  speech. 
The  old  schoolmaster's  shaking  voice  echoed  the  heart  vow  of 
a  whole  people,  groaning  under  the  new  tyranny  of  Prussia.  For 
when  he  had  heard  the  last  recitation  in  the  beloved  tongue  and 
his  sturdy  little  Frenchmen  were  putting  their  French  primers 
away  forever,  he  said :  "  You  must  never  forget  your  native  lan- 
guage. No  nation  can  be  entirely  conquered  as  long  as  it  keeps 
that." 

Thus  the  unhappy  Pole,  in  spite  of  the  terrors  of  oppression, 
clings  to  the  language  of  his  forefathers.  Poland,  "the  knight 
among  nations,"  was  three  times  brutually  divided  by  its  con- 
querors and  is  still  a  nation  without  a  government.  But,  we 
should  never  forget  —  it  is  a  personal  debt  for  each  one  of  us  — 
that  when,  250  years  ago,  the  infidel  Turks  were  before  the  gates 
of  Vienna  and  all  Europe  and  our  whole  Western  civilization  were 
in  danger,  it  was  Poland's  king,  John  Sobieski,  passionately  sup- 
ported by  the  whole  Polish  nation,  who  sprang  forward  and 
turned  them  back. 

Do  you  fear  Polish  illiteracy?  Then  you  do  not  know  that 
in  the  year  1500  the  Poles  had  a  school  for  every  2,250  inhabit- 
ants; that  they  had  the  first  governmental  department  of  educa- 
tion in  the  world;  that  after  the  partition  of  their  native  land, 
whenever  a  breathing  spell  came  in  the  heart-breaking  struggle 
for  freedom,  the  libraries  and  schools  were  laboriously  rebuilt; 
that  even  under  the  tyranny  of  the  knout  the  work  prospered,  a 
great  national  movement,  to  teach  children  secretly  the  forbidden 
arts  of  reading  and  writing;  that  today  one  popular  Polish  educa- 
tional society  has  enrolled  38,000  members;  and  that  now, 
although  the  Poles  have  been  compelled  to  speak  Russian  in  one 
place    and    German    in    another,    Polish    literature   still    thrives 


3208     Citizenship  Training  in  the  State  of  New  York 

wonderfully.  If  you  take  the  trouble  to  look,  you  will  find  their 
literary  societies  everywhere  among  us  here  in  America,  and 
only  a  little  while  ago  we  read  that  they  had  founded  another 
college  in  Pennsylvania. 

And  the  Bohemian !  You  should  know  and  remember  that 
he  is  proudly  conscious  that  his  nation  led  all  Europe  in  culture 
in  the  fifteenth  and  sixteenth  centuries.  The  University  of 
Prague  was  founded  more  than  fifty  years  before  the  German 
universities  —  it  counted  more  than  7,000  students  in  1378- — and 
for  long  years  was  the  intellectual  center  of  the  continent.  But 
in  1G20  Bohemia  was  overwhelmingly  defeated  bv  the  massed 
forces  of  Germany  and,  in  the  black  years  which  followed, 
Bohemia's  rich  and  abundant  literature  was  destroved.  For 
very  nearly  two  centuries  the  life  of  the  nation  was  almost  obliter- 
ated. Even  the  preservation  of  the  language  was  long  in  doubt. 
Then  about  the  time  of  our  Revolution  there  was  a  new  birth  of 
the  national  spirit.  The  official  recognition  of  the  Bohemian  lan- 
guage was  secured  and  a  foundation  was  laid  for  the  important 
literature  of  modern  Bohemia.  With  these  historical  backgrounds 
in  view,  the  purchase  of  Polish  and  Bohemian  books  for  our 
libraries  cannot  be  regarded  simply  as  a  concession  to  the  taste 
and  wishes  of  "  ignorant  foreigners,"  called  "  ignorant  "  often 
only  because  they  do  not  know  English.  On  the  contrary,  these 
books  form  an  addition  to  our  shelves  of  reallv  valuable  and  dis- 
tinctive  works  of  literature,  for  which  we  are  fortunate  to  have 
readers  sufficient  to  justify  their  purchase. 

And  how  do  these  Bohemians  and  Poles  and  people  of  many 
other  nations  respond  to  our  efforts  to  give  them  something  from 
our  library?  They  come!  Not  only  our  worn  doorstep  but  the 
crowds  in  our  reading  rooms  every  afternoon  and  evening  give 
heartening  proof  of  it.  The  daily  average  during  the  winter 
months  runs  to  well  over  a  thousand.  And  this  counts  only  those 
who  sit  down  and  road.  Many,  many  more  exchange  their  l)ooks 
without  stopping.  Our  circulation  is  intensive,  for  we  have  only 
some  4,000  Bohemian  books  and  about  the  same  number  of  Polish, 
besides  a  fair  German  collection.  These  are  in  constant  use  and 
their  circulation  represents  so  much  more  pleasure  and  satisfac- 
tion. To  meet  our  demands  last  year  we  had  to  borrow  books 
in  fourteen  other  languages  from  the  city  library  system.  For 
to  find  books  in  one's  own  language  in  a  foreign  land  is  next  to 
finding  living  friends,  and  only  the  exile  can  appreciate  what  it 
means. 


Civic  and  Other  Organizations  3209 

The  Sunday  edition  of  a  Bohemian  daily  recently  gave  up  its 
entire  first  page  to  an  industrial  article  about  us,  the  inch-high 
heading  of  which,  translated,  reads:  "The  Broadway  Free 
Library,  the  Pride  of  the  Bohemian  One-Fourth  of  Our  City," 
Such  interest,  undoubtedly  sincere,  warms  the  very  cockles  of 
our  hearts,  but  its  value  to  the  world  at  large  lies  in  its  uncon- 
scious betrayal  of  civic  pride.  And  for  our  own  profitable 
inspiration  we  feel  that  the  public  institution,  which  can  arouse 
this  feeling  in  a  neighborhood  of  foreign-born,  is  making  thereby 
a  contribution  to  citizenship,  perhaps  equal  in  value  to  its  work 
as  an  institution.  And  how  proud  we  are  of  the  loyalty  of  our 
foreign-born  friends!  In  the  second  Liberty  Loan  campaign,  the 
two  wards  nearest  our  library  made  the  best  showing  of  any  wards 
in  the  city  both  as  to  total  amount  and  as  to  the  number  of  indi- 
vidual subscriptions. 

In  opening  up  what  one  might  call  "  this  new  field,"  there  are 
several  important  avenues  of  approach.  There  are  the  clubs  of 
many  kinds,  often  very  generously  helpful,  and  there  is  the  press. 
The  foreign  language  newspapers  are  almost  invariably  edited 
by  men  of  good  general  intelligence,  who  are  vitally  interested 
in  the  progress  of  their  race.  They  have  usually  been  in  this 
country  a  long  time,  perhaps  were  even  born  here  of  foreign 
parents,  and  they  understand  American  institutions  and  ideals. 
The  library  needs  no  exjjlaining  to  them ;  often  they  are  the  ones 
to  assist  in  making  up  the  titles  for  your  first  book-order,  when 
you  decide  to  start  a  shelf  in  their  native  lanenaffe.  And  thev  are 
more  than  glad  to  make  announcement  when  the  books  come. 
Their  whole  attitude  is  one  of  friendliness  and  co-operation  and, 
as  their  papers  often  have  wide  circulation,  they  are  very  valu- 
able allies. 

Equally  helpful  is  the  interest  of  the  priest,  without  whose  con- 
sent one  may  not  visit  the  parochial  schools.  His  general  attitude 
is  that  of  a  shepherd  guarding  his  flock  and,  as  behooves  a  careful 
shepherd,  particularly  if  he  is  a  newcomer  himself,  he  is  apt  to  be 
suspicious  of  all  strangers.  He  may  have  been  brought  up  in  an 
atmosphere  of  distrust.  He  may  have  come  from  a  country  where 
the  separation  of  church  and  state  really  means  the  hostility  of  the 
state  to  the  church,  and  not  as  with  us,  the  benevolent  interest 
of  the  state  in  every  sincere  religious  work.  And  like  many 
another  immigrant  he  may  have  had  disillusioning  experiences 
on  first  landing  in  America.     The  public  library  may  be  unknown 


8210     Citizenship  Te aiding  in  the  State  of  New  York 

to  him  and  lie  may  fear  some  ulterior  motive.  But  he  is  certain 
to  believe  in  books,  and  often  lends  his  own  collection  among  his 
parishioners,  so  the  problem  becomes  simply  that  of  getting 
acquainted. 

This  is  not  always  easy.     It  is  certain  to  require  tact  and,  par- 
ticularly  if  the  priest  is  a   stranger   to  American  life,   certain 
unsuspected  conventionalities  of  approach.     It  puts  one  in  a  posi- 
tion to  receive  consideration,  if  a  little  trouble  is  taken  to  do  the 
correct  thing.     The  time  to  go  to  him  with  your  definite  errand 
usually   is  between  nine  and  eleven  in  the  morning,  when  the 
clergy  keep- what  are  practically  office  hours.     You  should  never 
go  on  Saturday  or  on  great  church  days.     And  since  the  American 
business  woman's  freedom  may  seem  lack  of  propriety  to  a  man 
bred  in  an  old  fashioned  world  of  reserve,  it  is  better  for  vou 
to  take  a  companion.     You  may  need  to  seek  an  introduction  from 
someone  who  has  his  confidence.     If  you  call  without  this  formal 
preliminary,  he  may  open  the  door  a  crack,  threatening  to  close 
it  immediately,  until  you  win  a  grave  smile  from  him,  as  firmly, 
appealingly,  you  place  your  hand  on  the  knob.     But  even  such 
cases  of  apparently  hopeless  "  frost "  in  the  beginning  eventually 
melt  most  delightfully  and,  at  your  very  next  visit,  you  may  be 
invited  in  and  have  the  opportunity  to  engage  in  a  very  intelligent 
general  discussion  —  sometimes   in  broken  English  on  his  part, 
and  sometimes  in  still  more  broken  German  on  vours,  for  German 
is  a  kind  of  lingua  franca  with  these  Slavic  peoples  —  on  the  value 
of  reading  to  supplement  school  work  and  the  resources  of  the 
library  along  these  lines.     If  you  want  to  make  the  evidence  of 
your  good  will  overwhelming,  you  then  only  need  ask  him  to  sug- 
gest a  few  useful  books  that  the  library  could  supply.     That  there 
are  certain  due  limits  of  choice  he  will  easily  understand.     Once 
we  have  gotten  acquainted  I  like  to  call  about  twice  a  year  just 
to  keep  him  reminded  of  the  library.     The  Sisters  who  teach  in 
the  parochial  schools  sometimes  have  an  idea  that  the  library  con- 
tains only  "  silly  books."     Then  we  ask  permission  to  send  a  small 
collection  for  their  examination.    When  finally  "  Sister  Superior  " 
begins  to  send  to  the  library  for  books  for  her  own  use,  we  know 
that  the  parochial  school  is  won.     And  what  a  friend  it  can  be! 

We  are  continually  pushing  our  work  in  many  less  formal  ways. 
Any  reasonable  pretext  for  a  "home  visit"  is  seized  upon  and, 
where,  as  in  a  recent  case,  twenty-eight  children  of  the  neighbor- 
hood crowd  in  to  assist  at  the  interview,  we  feel  that  the  library 


Civic  and  Other  Organizations  3211 

has  received  valuable  advertising.  "We  never  seem  to  get  out 
of  range  of  children  who  announce  to  the  world  at  large :  "  Here 
come  the  liber}'  teachers."  Even  the  gro^vn  people  notice  us, 
as  was  evidenced  by  the  neighbor  who,  called  to  act  as  interpreter, 
said :  "  I  seen  two  nice  laties  coming  down  the  street,  and  I 
t'ought,  '  Where  is  dey  going  ? '  "  We  were  obliged  to  hasten  this 
interview,  as  she  had  left  her  baby  on  the  bed  and  was  afraid  it 
would  roll  off.  She  was  only  a  young  thing  herself,  but  she  said: 
"  I  got  two  babies,  and  one  dead  alretty,  that  makes  three."  W^e 
did  not  know  whether  she  wanted  us  to  congratulate  her  on  the 
number  or  to  condole  with  her  on  her  loss ! 

On  such  trips  in  the  neighborhood,  we  take  a  supply  of  cir- 
culars and  placards  in  the  various  languages  and  visit  some  of 
the  little  groceries,  of  which  there  is  at  least  one  in  every  block. 
Each  little  store  is  the  social  center  of  its  group  of  customers, 
and  no  better  place  can  be  found  from  which  to  start  a  bit  of 
useful  gossip  about  the  library.  So  we  step  in,  introduce  our- 
selves to  the  proprietor,  who  is  invariably  a  woman,  —  the  man  of 
the  family  being  employed  in  the  mills  or  at  his  trade.  She  always 
knows  a  few  words  of  English,  though  sometimes  it  is  difficult  to 
find  the  right  ones.  She  tries  to  understand  as  hard  as  we  try 
to  make  her  and,  with  much  laughter  among  us  all,  some  degree 
of  success  is  attained.  When  we  bring  out  the  placard,  she  gives 
us  choice  of  all  the  available  space  in  the  shop  —  sometimes  there 
isn't  much  —  and  we  put  it  up  ourselves,  having  learned  never  to 
be  without  the  indispensable  box  of  thumb-tacks.  Then  we  leave 
a  handful  of  circulars  to  be  distributed  among  her  customers  and, 
after  urging  her  to  be  sure  to  come  to  the  library  herself  or,  if 
she  hasn't  time,  to  let  the  children  "  fetch  her  some  nice  book," 
we  go  on  to  the  next  block,  assured  that  our  visit  will  be  discussed 
throughout  the  neighborhood  within  a  few  hours. 

For  these  visits  the  little  folks  are  always  the  best  interpreters. 
Generally  speaking,  all  the  children  speak  and  read  English. 
This  is,  because,  very  easily  their  associations  become  English- 
speaking.  It  is  the  new  language  that  they  hear  on  the  street 
and  in  the  school.  The  public  schools,  of  course,  use  nothing  else 
and  most  of  the  parochial  schools  use  English  the  greater  part 
of  the  day.  English  rules,  though  the  child's  home  surroundings 
may  compel  a  colloquial  use  of  his  mother's  tongue. 

I  said  "  mother's  "  intentionally,  for  here  is  the  tragedy  of  the 
immigrant  woman's  life.     Her  children  learn  English  in  school 


3212     Citizenship  Teainhstg  in  the  State  of  jSTew  York 

and  in  the  street;  her  husband  learns  it  at  work;  but  she  learns 
only  at  second  hand  the  few  words  that  husband  and  children 
bring  within  the  home.  One  woman  I  knew  was  considered  to 
have  died  of  loneliness.  The  family  had  prospered  and  had  built 
a  nice  home  in  a  good  neighborhood,  but  she  had  no  one  to  talk  to. 

It  is  to  such  people  that  our  foreign  books  mean  the  most. 
The  second  generation  use  them  but  little,  the  third  not  at  all. 
But  for  the  first  generation,  particularly  for  the  old  people  and  the 
women,  they  are  a  priceless  boon. 

The  most  comprehensive  round  of  visits  that  we  have  ever  made 
was  in  connection  with  the  distribution  of  our  printed  Polish 
catalogue.  While  it  was  in  press,  envelopes  were  addressed  — 
with  the  greatest  pains  taken  to  have  the  names  spelled  correctly  — 
to  fill  our  Polish  borrowers  and,  also  to  the  members  of  all  Polish 
churches,  lodges  and  societies  which  had  available  lists.  The 
finding  lists  were  then  enclosed,  together  with  an  illustrated  cir- 
cular in  Polish,  descriptive  of  the  library.  We  added  our  English 
lists,  "  Books  for  beginners  in  English  "  and  "  Books  about 
Citizenship,  United  States  History  and  Government."  These 
envelopes  were  then  arrangd  by  streets  and  routes  for  distribu- 
tion. This  was  made  really  personal.  If  the  person  addressed 
had  moved,  his  new  address  was  secured,  if  possible.  And  if  his 
successors  were  Polish,  our  leaflets  were,  of  course,  left  with  them. 

In  districts  where  we  wished  an  opportunity  to  observe  living 
conditions,  the  visitor  lingered  and  allowed  the  conversation  to 
drift  away  from  its  original  subject  to  a  variety  of  friendly  topics. 
Where  we  expected  least  English  to  be  spoken,  the  route  was 
covered  by  a  Polish-speaking  assistant.  But  anyone  can,  when 
put  to  it,  pronounce  a  name  with  a  rising  inflection  which  will 
ask :  "Are  you  so  and  so  ? "  If  the  person  addressed  was  not 
the  right  one,  then  "  Polski  ? "  was  a  very  serviceable  word  of 
introduction. 

While  this  distribution  was  going  on,  a  little  girl  came  to  the 
library,  saying:  "All  the  other  Polish  people  on  our  street  got 
their  books,  but  ours  did  not  come.  'So  my  father  sent  me  down 
after  it."  And  a  woman  who  first  became  acquainted  with  the 
library  at  this  time,  told  us  later,  in  Polish:  "My  husband  used 
to  drink  and  beat  me,  but  since  he  found  that  he  can  get  Polish 
books  at  the  library,  he  reads  with  us  every  evening  and  our  home 
is  very  happy." 


Civic  and  Other  Organizations  3213 

The  most  inspiring  visits  are  prohahly  those  made  to  night 
Bchools.  During  the  winter  months  there  are,  within  walking 
distance  of  the  library,  six  night  schools,  having  a  registration 
each  year  of  six  or  seven  hundred  persons,  all  trying  to  learn  "  the 
English."  It  is  pathetic  to  see  men  and  women  of  all  ages,  often 
gray-headed,  and  with  toil-worn  hands,  weary  after  a  day's  work, 
still  ambitious  enough  to  spend  an  evening  at  night  school.  They 
work  so  hard  over  a  "  First  Reader  "  or  ''  English  for  Foreigners  " 
that  one  feels  it  a  high  privilege  to  be  able  to  ofPer  them  aid.  We 
have,  therefore,  made  a'  collection  of  "  Books  for  Beginners  in 
English."  It  includes  not  only  the  usual  books  for  study,  but 
some  "  easy  reading "  books  from  the  children's  room,  whose  con- 
tents are  sufficiently  practical  and  informing  to  be  interesting  to 
adults.  These  books  are  eagerly  welcomed  by  the  working  men, 
who  are  our  most  diligent  readers.  They  wish  knowledge  for 
practical  purposes  only,  with  no  consideration  of  literature.  They 
have  learned  the  vocabulary  of  work  from  the  foreman  and  their 
fellow-workmen.  And  when  they  have  read  a  certain  number 
of  "easy  books,"  they  are  able  to  graduate  to  the  newspapers. 
Thus  equipped,  they  often  think  that  they  have  English  sufficient 
for  their  needs.  We  watch  over  these  "  beginners "  hopefully, 
however,  and  should  feel  that  we  had  failed  if  one  were  to  become 
discouraged,  or  to  leave  the  library  unsatisfi,ed.  We  try  to  recruit 
their  numbers,  too,  from  among  our  readers,  who  come  for  foreign 
books,  and  who  speak  little  or  no  English.  Without  appearing 
officious,  we  call  their  attention  to  these  books  quite  casually  in 
passing  and  then,  if  they  seem  interested,  we  pause  to  show  them 
the  most  attractive  and  practical  book  on  learning  English  that 
we  can  find.  Of  course,  citizenship  follows  English  and  this 
leads  directly  to  our  Friday  evening  citizenship  classes.  It  is  a 
great  pity  that  to  enlist  their  interest  and  help  them  in  these 
first  steps  that  there  are  so  few  good  books  about  America  in  the 
foreign  languages.  Descriptions  of  American  life  and  manners, 
histories  and  books  about  politics  are  greatly  needed.  What 
books  do  our  readers  choose?  Works  of  fiction  in  foreign  lan- 
guages are  not  in  so  gi-eat  demand  as  might  be  supposed.  But 
a  few  are  popular  in  all  languages.  Among  them  are  "  Ben  Hur," 
"Robinson  Crusoe,"  "Uncle  Tom's  Cabin,"  "With  Fire  and 
Sword,"  and  De  Amicis'  "Heart  of  a  Boy."  Most  of  the 
standard  novels,  particularly  those  of  Dickens  and  Dumas,  circu- 
late well  in  Bohemia  and  Polish.     "  I  Promessi  Sposi "  is  vastly 


3214     Citizenship  Teaining  in  the  State  of  New  York 

more  popular  in  Bohemian  than  in  English  with  us.      Tolstoi  is 
eagerly  read. 

Cook  books  are  in  great  demand,  too,  and  it  is  an  indication 
of  the  cosmopolitanism  of  our  clientele  that,  when  a  child  says: 
"  I  want  a  cook  book  for  mother,"  we  ask  automatically,  "  In 
English  ? " 

The  Bible  is  constantly  asked  for  in  all  languages.  A  little 
boy  returning  a  copy  recently  which  he  had  had  a  month  asked 
anxiously  if  he  might  not  keep  it  for  three  months  more.  Being 
told  that  that  would  not  be  possible,  he  explained,  pleadingly: 
"But  my  father  wants  to  read  it  through.  He  can't  read  all  the 
time,  for  he  has  to  work."  It  was  the  Bible  in  Polish,  and,  alas, 
the  mark  was  at  the  27th  chapter  of  Genesis. 

Technical  books  of  all  kinds  are  heavily  used.  Books  on  the 
mechanism  of  automobiles  are  in  constant  demand,  while  those 
intended  for  the  users  of  motor  cars  are  little  called  for.  In 
all  mechanical  lines,  in  fact,  our  interests  are  with  the  ones  who 
make,  rather  than  the  ones  who  use;  the  producers,  not  the. 
spenders.  History,  science,  and  socialism  are  popular  subjects. 
We  always  have  some  students  bent  on  self-culture.  There  was 
a  barber  who  came  in  regularly  for  such  topics  as  "  a  description 
of  an  awfully  mean  man,"  "  an  account  of  a  political  convention," 
"  description  of  a  sunset."  He  was  taking  a  correspondence  course 
in  English.  A  second-hand  store  man  read  exhaustively  one 
winter  in  Goldsmith  and  Addison.  A  Bohemian  young  man  of 
my  acquaintance  has  the  best  general  knowledge  of  English  litera- 
ture of  any  one  I  have  known.  He  had  to  go  to  work  imme- 
diately after  finishing  grammar  school,  but  as  he  is  a  natural 
student,  he  has  employed  his  evenings  wonderfully  to  his  advan- 
tage. His  opinions  of  authors  and  their  individual  works  are 
entirely  original  and  are  thought  out  so  deliberately  and  with 
such  clearness  of  judgment  that  they  are  more  definite  and  bal- 
anced than  ours,  which  are  influenced  more  or  less  by  the  opinions 
our  teachers  and  professors  and  laborious  critics  have  handed 
on  to  us. 

A  social  worker  once  asked  me  in  patronizing  tones:  "Now, 
what  kind  of  books  do  these  people  read  ? "  I  answered  with 
some  indignation,  "Just  the  same  kind  as  other  people."  But 
I  think  they  read  better  books  than  the  people  of  the  average 
American  community.  How  many  Americans  habitually  read 
fiction  of  the  grade  of  Seinkiewicz  ?     Yet  his  works  are  always 


Civic  and  Other  Organizations  3215 

the  most  popular  of  Polish  books.  The  thirst  for  knowledge  seems 
greater  among  the  foreign-born  than  among  us.  Ambition  is  a 
motive  of  real  force  with  them,  evidenced  to  us  in  a  hundred  ways. 

We  do  all  in  our  power  to  stimulate  these  ambitions.  And  we 
have  our  chance,  because  our  public  is  very  diffident.  It  is  only 
the  high  school  or  college  student  who  walks  in  arrogantly  and 
demands  the  satisfaction  of  his  needs.  The  "  average  reader " 
enters  modestly,  answers  our  '^Good  evening"  with  reserve,  and 
tries  at  once  to  eliminate  himself  from  our  vision.  A  little  later 
he  may  be  seen  gazing  in  a  dazed  sort  of  way  at  the  shelves  where 
the  religious  books  are  found.  Questioned,  he  says  he  doesn't 
want  anything  in  particular,  "  just  to  look  'round."  The  dis- 
cerning assistant  knows  better,  however,  and  points  out  an  inter- 
esting book  here  and  there,  with  a  simple  summary  of  its  theme. 
Soon  she  evokes  an  answering  spark.  He  grows  confidential  and 
explains  that  what  he  really  wants  is  something  to  improve  his 
English.  He  had  left  school  after  the  fifth  grade  but,  through 
a  night-school  course,  has  fitted  himself  for  a  good  position,  where 
he  now  feels  the  insufficiency  of  his  vocabulary.  Of  course,  he 
does  not  say  it  in  these  words.  It  is  because  he  can't  express 
himself  that  he  has  come  to  the  library  for  help. 

Or  it  may  be  that  he  only  wants  a  "  story  book  —  a  roman, 
you  know  —  for  the  Missis,"  but  in  either  case  he  would  continue 
to  hunt  blindly  if  we  did  not  seek  his  confidence.  And  we  are 
particularly  glad  to  get  a  chance  to  help  the  "  Missis." 

An  old  Bohemian  was  seen  with  the  vague  look,  which  is  a 
sure  index  of  such  a  search.  He  rejected  our  first  overtures  but 
finally,  in  a  burst  of  confidence,  explained  that  for  two  years  he 
had  been  wishing  to  find  a  book  he  had  once  had.  He  did  not 
know  the  title  nor  the  author  nor  anything  about  it  but,  oh,  yes, 
he  did  know  the  contents.  "  It  was  about  a  leetle  kid  —  a  boy, 
you  know  —  what  lived  with  de  animals  —  like  animal,  you 
know."  The  immediate  production  of  the  "  Jungle  Book  "  gave 
him  a  pleasure  that  was  really  touching  and  he  explained  to  every 
assistant  on  his  way  out  how  long  he  had  wanted  that  book,  how 
he  had  once  spent  a  whole  afternoon  looking  for  it,  and  how  he 
had  "  never  t'ought  to  find  it." 

A  very  gratifying  incident  was  that  of  the  chemist  to  whom 

'Adrift  on  an  Ice  Pan"  was  recommended  as  a  book  likely  to 

interest    him.      Returning    it,    he    reported    enthusiastically    the 

impression  made  upon  him  by  Dr.  Grenfell's  courage,  resource- 


3216     Citizenship  Teaining  in  the  State  of  New  York 

fulness  and  indomitable  resolution.  Recognizing  St.  Anthony's 
as  a  familiar  name,  he  looked  up  his  letter-files,  found  that  his 
firm  had  been  sending  anesthetics  there,  and  at  once  gave  prac- 
tical proof  of  his  interest  by  writing  to  Dr.  Grenfell  that  there- 
after such  supplies  would  be  furnished  to  St.  Anthony's  without 
charge. 

Quite  different  is  the  story  of  the  nineteen  year  old  lad  who 
came  in  because  he  had  no  other  place  to  go  and  requested  infor- 
mation about  the  workhouse.  Without  going  out  for  a  meal  the 
poor  boy  sat  in  his  chair  all  day,  with  a  hunted  look,  as  if  he 
expected  to  be  taken  into  custody  any  minute.  In  the  course  of 
the  afternoon  he  unfolded  his  tale.  He  had  seen  a  fellow-work- 
man mangled  and  had  in  consequence  lost  his  nerve  and  quit  his 
job.  His  father  had  no  sympathy  with  such  softness  of  fibre, 
his  stepmother  naturally  had  less,  and  they  had  had  him  arrested 
as  a  vagrant.  The  judge  had  given  him  ten  days  in  which  to  find 
a  job  —  a  sentence  of  bitter  irony,  at  a  season  of  the  year  when 
better  workmen  were  being  laid  off  all  around.  He  spent  three 
days  with  us  and  then,  just  when,  through  the  agency  of  one  of 
our  club  leaders,  a  job  seemed  near,  he  disappeared,  and  we  under- 
stood that  he  had  been  "  caught."  Six  weeks  later  he  escaped 
from  the  workhouse.  He  came  in  to  finish  the  book  "  Starting 
in  Life,"  then  went  over  to  the  police  station  and  gave  himself 
up  for  the  rest  of  his  term. 

It  is  pleasant  to  relate  that  the  poor  fellow  got  a  job  after  his 
release;  and  the  last  time  I  saw  him  he  said  that  he  couldn't  stay 
long  because  he  was  in  a  hurry  "  to  go  and  see  his  girl." 

In  Cleveland  our  foreign  branches  are  considered  posts  of 
honor.  The  new  assistant  learns  more  from  the  atmosphere  of 
the  place  than  from  specific  instructions.  She  sees  that  the 
greater  the  "  foreignness  "  the  greater  must  be  the  effort  to  under- 
stand, the  more  pronounced  must  be  the  courtesy.  When  a  foreign- 
born  man  gets  inside  the  door  and  his  courage  seems  to  fail,  every 
one  understands  that  some  one  must  go  to  him,  and  make  at 
least  the  gestures  which  say,  "Come  in."  Any  one  can  ask: 
''Ceski?"  "Polski?"  "Eusski?"  By  that  time  he  says,  per- 
haps: "No,  Slovcnski."  And  then  one  looks  for  the  right  inter- 
preter. We  cannot  well  get  along  without  assistants  who  speak 
the  languages.  But  if  it  happens  that  there  is  not  one  on  duty 
we  can  almost  always  find  a  reader  who  is  glad  to  help.  With 
new  borrowers,  who  do  speak  some  English,  I   always  tell  the 


Civic  and  Other  Organizations  3217 

right  assistant:  "Just  drop  into  Polish  —  or  his  native  tongue, 
whatever  it  may  be  —  before  he  leaves,  so  as  to  make  him  feel 
more  at  home  in  the  library."  The  new  assistant  quickly  grasps 
all  this.  The  one  thing  I  often  have  to  take  up  with  her  is  her 
criticism  of  "  these  unpronounceable  names."  She  only  needs 
to  be  told  that  these  languages,  for  all  their  apparent  difficulties, 
are  absolutely  phonetic,  that  CZ,  for  instance,  is  exactly  as  good 
a  combination  of  letters  as  its  English  equivalent  CH,  and  so 
forth ! 

Our  circulation  of  adult  English  fiction,  like  foreign  fiction, 
is  small,  proportionately,  compared  with  that  of  most  public 
libraries,  but  it  furnishes  a  very  interesting  part  of  our  work, 
as  we  have  large  opportunity  for  guiding  the  reading.  Our 
readers,  here  again,  are  not  influenced  by  the  literary  standing  of 
the  authors  who  please  them,  as  a  rule,  in  fact,  they  pay  very  little 
attention  to  the  author.  All  they  ask  is  that  he  shall  have 
written  "  a  good  story."  They  rely  upon  the  library  assistants 
very  largely  for  the  selection,  and  while  we  do  not  need  to  have 
the  last  best  seller  unless  it  is  really  worth  having,  we  must  at 
all  times  be  able  to  recommend  "  two  good  love  novels  for  myself;" 
"  a  nice  story  for  my  mother ;"  "  a  western  story  for  my  big 
brother;"  a  sea  story  for  my  pa;"  "a  love  story  for  a  married 
lady,"  and  "  a  book  for  a  young  lady  twenty-two  years  of  age." 

In  making  these  recommendations,  we  try  always  to  keep  in 
mind  the  cultivation  of  ideals.  There  are  too  many  among  our 
readers  who  think  that  to  succeed  means  to  acquire  property,  to 
have  good  things  to  eat,  or  to  achieve  the  extreme  style  in  clothing 
and  hair-dressing.  Books  of  direct  ethical  teaching  do  not  touch 
these  people,  but  they  are,  nevertheless,  greatly  influenced  by  what 
they  read.  The  refined,  unselfish  heroine  and  the  dauntless  hero, 
who  places  honor  above  worldly  gain,  have  a  real  mission  to  per- 
form and  furnieh  standards  by  which  the  daily  life  is  more  or  less 
unconsciously  measured. 

Standards  of  living  are  raised,  also.  The  girl  who  shares  her 
attic  bedroom  with  both  brothers  and  sisters  is  not  slow  to  discern 
that  all  the  heroines  of  fiction  go  to  bed  in  night-gowns  and  sleep 
between  sheets.  Observation  of  the  shop  windows  shows  her  that 
such  customs  are  not  confined  to  fiction,  and  she  develops  a  dis- 
content which  is  appeased  only  when  the  family  move  to  a  larger 
house  on  a  better  street,  where  there  are  bedrooms  enough  to  meet 
the  standards  of  propriety  which  she  has  learned  in  her  reading. 


3218     Citizenship  Training  in  the  State  of  New  York 

The  interest  of  these  girls  in  books  of  etiquette  is  rather  pathetic, 
and  one  sees  that  the  ambition  that  drives  the  young  men  to 
technical  books  is  the  same  force  which  makes  the  young  woman 
desire  to  raise  the  social  status  of  the  family. 

But,  when  all  is  said,  probably  our  best  work  is  done  in  the 
children's  room.  For  this  is  fundamental.  The  little  ones  come 
to  us  when  they  can  only  look  at  picture-books.  Usually  they 
are  brought  by  the  older  brothers  and  sisters,  or  by  the  uncles 
and  aunts,  who  are  still  children  themselves.  It  is  not  uncommon 
for  children  to  bring  their  little  kinsmen  to  the  library  the  day 
after  they  arrive  in  Cleveland,  fresh  from  the  journey  across  the 
seas,  and  the  pride  of  our  little  friends  in  the  introduction,  their 
zeal  as  interpreters,  is  very  amusing.  ISTowhere  can  be  seen 
tenderer  care  of  the  little  children  by  the  big  ones.  "  Our  baby," 
on  his  first  visit  to  the  library,  is  introduced  to  all  the  "  libery 
teachers  "  and  is  quite  the  guest  of  honor.  As  soon  as  he  learns 
to  write  his  name  he  "  starts  libery,"  and  the  children's  librarians 
have  the  responsibility  of  his  reading  from  the  very  beginning. 
It  is  directed,  partly  by  personal  attention  and  partly  through 
the  influence  of  the  '*  story  hour,"  to  make  use  of  which  he  arrives 
before  the  doors  are  opened  on  Saturday  morning. 

A  Sister  at  one  of  the  parochial  schools  told  us  of  a  little  girl 
whose  absence  from  school  on  Friday  afternoons  had  become  so 
usual  that  the  Sister  sent  for  her  mother  to  expostulate.  The 
mother  was  regretful,  but  explained  that  it  was  necessary,  since 
she  had  to  have  her  at  home  to  help  scrub  and  clean  the  house. 
"  But  why  can't  she  do  that  on  Saturday  morning  ? "  asked  the 
Sister.  "  Oh,  but  on  Saturday  she  must  dress  herself  and  go  to 
the  library  to  hear  the  stories,"  replied  the  mother.  And  the 
best  of  it,  from  our  point  of  view,  was  that  the  Sister  generously 
let  it  go  at  that. 

Our  children  do  not  care  much  for  fiction.  But  they  are 
devoted  to  fairy  tales,  especially  the  folk  tales  of  primitive  days 
for  which  they  have  a  remarkable  fondness.  The  literature  of 
fact  is  very  interesting  to  them,  and  history,  biography,  science 
and  the  useful  arts  are  better  read  than  any  fiction. 

Any  casual  observer  in  this  community  can  see  the  difference 
between  the  children  who  read  and  those  who  do  not.  The  chil- 
dren who  do  not  read  have  a  vocabulary  so  limited,  a  power  of 
expression  so  feeble,  that  it  is  often  positively  painful  to  hear 
them  try  to  tell  you  something;  while  the  children  who  have  been 


Civic  and  Otheb  Organizations  3219 

in  the  habit  of  using  the  library  speak  freely  and  fluently;  evec 
though  English  is  not  used  in  their  homes.  And  the  library 
reinforces  the  work  of  the  school  in  other  ways,  teaching  the 
r^hildren  many  things  outside  of  books,  too  —  cleanliness,  order, 
care  of  public  property,  regard  for  the  rights  and  convenience  of 
others,  respect  for  authority.  The  regard  for  our  books  as  public 
property  is  very  high.  The  obligation  felt  to  the  library  by  our 
readers  was  dramatically  expressed  by  a  little  Slovenian  girl  who 
came  in  all  out  of  breath  and  explained  without  a  pause,  but  with 
plenty  of  expression:  ''This  book  was  due  yesterday,  and  I 
forgot  all  about  it,  and  today  I  said  to  my  mother,  '  Oh,  mother. 
this  book  belonged  to  go  back  to  the  libery  yesterday!'  and  she 
said,  '  My  God,  you  run  ! '  " 

Our  community  has  come  to  learn  that  we  will  serve  almost 
any  friendly  need.  A  boy  begged  the  janitor  to  let  him  in  at 
six  o'clock  one  winter  morning,  saying,  "  I  want  to  wash.  Our 
water's  all  froze."  A  lost  baby  was  brought  over  from  the  police 
station  where  the  officers  had  been  unable  to  calm  her  "high- 
sterics."  Even  she  felt  herself  among  friends  and  slept  peace- 
fully  in  our  staff  room  until  the  frantic  mother  came  after  her. 

Discipline  ?  Well,  we  have  our  troubles,  the  most  serious  of 
which  are  with  the  working  boys  from  fourteen  to  eighteen,  whose 
roughness,  ignorance  and  uncouthness  make  them  really  objects 
for  pity,  though,  unhappily,  that  is  not  the  sentiment  they  most 
often  inspire.  My  own  feeling  toward  them  has  never  been  very 
harsh  since  the  night  when  I  took  a  firm  grasp  of  the  arm  of  a 
fifteen  year  old  boy  who  had  committed  a  very  serious  offense. 
I  was  shocked  to  find  my  hand  close  round  his  arm  more  easily 
than  it  did  around  the  arm  of  my  own  little  six  year  old.  I  took 
a  fresh  look  at  him,  and  saw  that  he  had  probably  never  had  a 
really  square  meal  in  his  life,  that  he  probably  had  no  decent  bed, 
and  certainly  never  lived  where  fresh  air  was  considered  neces- 
sary, and  my  righteous  wrath  at  the  offense  faded  into  pity  for 
the  offender. 

Of  course  the  real  point  is  that  the  library  is  not  what  these 
boys  want  at  all.  They  come  because  it  is  the  only  place  that  is 
warm  and  free.  When  the  city  government  was  seized  with  a 
sudden  access  of  zeal  for  the  enforcement  of  the  ordinance  exclud- 
ing minors  from  poolrooms,  as  many  as  two  hundred  boys  of  this 
type  visited  our  reading-rooms  every  evening,  held  books  in  front 
of  them  and  tried  to  look  interested  in  the  printed  pages.     In  fact 


':>220     Citizenship  Teaining  in  the  State  of  ISTew  Yobk 

very  few  of  the  were  capable  of  reading  seriously,  and  the  best 
we  could  expect  from  most  of  them  was  to  look  quietly  at  pictures 
in  the  illustrated  magazines,  which  we  had  bound  for  their  special 
benefit.  Even  this  they  generally  could  not  do  for  more  than 
half  an  hour  at  a  time. 

With  the  younger  children,  misbehavior  is  comparatively  easy 
to  manage.  There  are  mischievous  ones  sometimes,  like  Alfred, 
to  whom  I  said  one  day :  "  Why  did  you  come  in  today,  Alfred  ? 
You  didn't  want  to  read."  "Oh,"  said  Alfred,  "Anton  said, 
*  Come  on,  let's  go  to  the  libery  and  get  chugged  out.' "  But,  in 
general,  they  all  realize  how  infinitely  attractive  the  library  looks 
to  the  "fellow"  who  has  been  "chugged  out."  If,  however,  mis- 
behavior becomes  too  frequent,  we  make  a  "  home  visit,"  which 
proceeds  along  this  order :  In  response  to  our  repeated  knocks 
the  door  is  cautiously  opened  a  few  inches  and  we  ask :  "  Is  this 
Mrs.  Kowalski  ? "  She  nods  guardedly,  leaving  us  doubtful  as 
to  just  how  much  English  she  understands.  But  we  proceed: 
"Emil's  mother?"  She  nods  more  freely.  She  acknowledges 
Emil.  "We  are  from  the  library.  We  want  to  speak  with 
you  —  "  "  Oh  "  —  a  long-drawn  sound  of  comprehension  —  "  the 
ladies  from  the  libery!  Come  in,  come  in.'  "  The  door  is  flung 
wide.  If  it  is  a  home  of  the  better  class  we  are  ushered  into 
a  neat,  well-furnished  parlor.  If  a  poorer  home,  the  door  opens 
directly  into  the  kitchen  living-room,  where  chairs  are  cleared  of 
their  contents  and  dusted  for  us,  and  the  babies  are  shooed  out  of 
the  way. 

We  plunge  at  once  into  our  errand.  "  Emil  hasn't  been  behav- 
ing very  well  at  the  library  lately,  and  we  thought  you  would  like 
to  know  about  it."  She  assents,  and  we  give  an  explicit  account 
of  Emil's  offenses  and  the  penalties,  if  any,  making  clear  our 
reliance  upon  her  co-operation.  She  is  pained,  she  thanks  us  for 
coming  to  tell  her,  and  she  says  concisely:  "I  'tend  to  dat  Emil." 
When  we  leave  she  says  again,  "  I  am  'shamed  dat  you  ladies  had 
to  have  so  much  trouble,  to  come  here  'bout  dat  Emil." 

This  interview  varies  according  to  the  mother's  English.  If 
she  does  not  speak  English  herself,  there  is  usually  in  the  house 
a  daughter  "  out  of  school,"  or  a  younger  sister,  who  can  act  as 
interpreter.  Sometimes  she  goes  far  afield,  leaving  us  in  the  yard, 
uncertain  as  to  what  we  have  to  expect.  Only  once  have  we  failed 
entirely.  That  time  we  waited  patiently  a  long  while,  but  when 
she  came  back,  instead  of  bringing  an  interpreter,  she  had  only 
a  bucket  of  coals ! 


Civic  and  Other  OrgxInizations  3221 

Xaturallv,  handling  the  numbers  we  do,  we  have  to  be  always 
on  tlie  alert.  The  gong  of  an  ambulance  or  the  clang  of  a  fire 
engine  is  a  call  to  quarters  for  our  staff.  Each  assistant  puts 
herself  instantly  in  the  best  position  she  can  reach  to  command 
the  exits,  and  prevent  a  rush.  One  day,  reaching  out  to  stop  a 
boy  who  had  taken  the  first  flight  of  steps  at  a  leap,  I  caught 
his  shirt  and  it  tore.  He  was  very  angry  and  proposed  to  stop 
right  then  and  there  and  make  me  pay  for  it,  but  a  companion 
interposed:  "Aw  g'wan!  Your  mother  didn't  sew  it  good, 
anvhow ! " 

t. 

Each  year  has  seen  the  library  grow  to  be  more  and  more  a  part 
of  the  community  life.  ISTew  interests,  new  lines  of  work  are 
constantly  developing.  Our  public  has  grown  less  diffident,  and 
its  wants  have  increased,  both  in  number  and  in  definiteness. 
Probably  in  no  other  sort  of  a  neighborhood  is  it  ever  possible  to 
open  so  many  new  interests  to  one's  readers,  to  afford  such  genuine 
delight  as  is  often  expressed  in  the  exclamation:  "I  did  not 
know  there  were  such  books !  " 

The  rewards  to  the  librarian?  The  greatest,  it  seems  to  me,  is 
to  be  a  part  of  a  life  that  is  real ! 

Clevelat^d  Public  Library,  William  H.  Brett,  librarian: 
"We  are  ordering  a  number  of  duplicate  copies  to  use  in  various 
ways  at  the  different  branches  where  we  have  Italian  readers. 
One  of  these  uses  which  may  be  suggestive  to  other  libraries  is 
the  cutting  up  of  several  copies  of  the  list  and  pasting  the  annota- 
tions about  the  books  into  the  front  of  the  books  themselves.  The 
principal  purpose  in  doing  this  will  be  to  help  the  library  assist- 
ants, who  do  not  read  Italian,  to  some  knowledge  of  the  contents 
of  the  books;  but  we  hope  it  will  also  be  somewhat  useful  to  the 
Italian  readers  themselves,  especiallv  as  thev  begin  reading 
English." 

Detroit  Public  Library,  librarv  assistant  in  charffe  of  Italian 
Department,  from  a  special  report  sent  by  Adam  Strohm,  libra- 
rian :  "A  great  help  to  both  the  Italians  and  us.  We  are  using 
it  daily  in  selecting  books  for  our  patrons  and  in  purchasing  new 
books.  The  introductory  chapters  to  the  bibliography  are  enjoy- 
able and  profitable;  they  are  a  heart  to  heart  talk,  strengthening 
one's  belief  that  human  sympathy  is  the  real  medium  in  library 
work  by  which  the  public,  and  the  foreigner  in  particular,  may 
be  reached.  The  list  of  books  contains  exactly  what  the  Italian 
wishes  to  read." 


3222     Citizenship  Teai^-ing  in  the  State  of  ISTew  York 

Jeksey  City  Free  Public  Library,  Miss  Esther  E.  Burdick, 
librarian :  "  The  best  of  its  kind  that  I  have  yet  seen,  and  I  am 
giving  it  practical  use.  At  present  I  am  using  it  as  a  check  list. 
I  have  also  been  greatly  helped  in  tracing  works  requested  which 
did  not  appear  in  other  lists.'' 

Mou^tt  Veiixox  Public  Library,  Miss  Frances  D.  Thomson, 
librarian :  "  It  is  just  the  tool  that  we  librarians  need.  We  are 
preparing  to  order  immediately  the  books  listed,  which  are  not 
on  our  shelves.  The  annotations  are  so  clear,  concise  and  helpful 
that  we  intend  clipping  two  of  the  handbooks  and  pasting  an 
annotation  into  each  Italian  book,  as  a  guide  to  ourselves  in  fitting 
the  book  to  the  reader." 

Xew  York  Public  Library,  Edwin  H.  Anderson,  director: 
"EveiT  one  of  the  little  books  issued  bv  the  Immigrant  Publica- 
tion  Society  is  of  great  assistance  to  the  New  York  Public  Library 
in  its  work  with  the  foreign  populations  in  the  City  of  Xew  York. 
This  is  especially  true  of  our  branch  libraries,  which  deal  more 
directly  with  these  populations. 

"'The  Little  Book,  Immigrant  and  Library  —  Italian  Helps,' 
has  been  of  immense  value  to  us  in  selecting  books  for  Italian 
readers.  We  hope  it  will  be  possible  soon  to  issue  these  for  other 
languages,  because  librarians,  even  when  they  have  the  knowledge 
of  the  various  national  literatures,  do  not  know  the  needs  of  the 
immigrants  of  the  respective  nationalities. 

"I  cannot  speak  too  highly  of  the  publications  of  the  society 
so  far  issued,  and  I  look  forward  with  enthusiasm  to  those  in 
preparation.  They  are  all  of  them  exactly  what  we  need  to  help 
us  make  the  immigrant  understand  America  and  its  institutions." 

Aguilar  Branch,  Miss  Mary  Saleski,  branch  librarian:  "It 
has  helped  us  a  good  deal  in  giving  us  an  idea  of  the  contents  and 
value  of  some  of  the  books,  which  formerlv  were  mere  titles  to  us. 
It  will  be  as  indispensable  to  every  library  which  has  an  Italian 
collection  as  is  the  A.  L,  A.  Catalog,  and  will  serve  as  a  model 
for  lists  in  other  languages.  We  have  had  to  wait  very  long  for 
any  kind  of  an  Italian  list,  but  now  we  have  a  better  one  than 
those  in  existence  for  other  foreign  tongues." 

Bond  Street  Branch,  Miss  L.  Q.  Tobey,  branch  librarian: 
"Very  helpful  in  many  ways.  We  are  circulating  the  list  and 
it  is  often  taken  home  by  Italian  children,  so  that  their  parents 
may  select  books  from  it." 


Civic  and  Othee  Okganizations  3223 

Reference  Department  (Central  Library),  Miss  Mary  P. 
Parsons:  "The  book  had  hardly  been  on  my  desk  when  it 
answered  two  reference  questions  more  efficiently  and  quickly  than 
anything  else  could  have  done." 

Tompkins  Square  Branch,  Mrs.  A,  B.  Maltby,  branch  libra- 
rian :  "  Practical  and  helpful  both  to  the  staff  and  the  public. 
The  circulation  copy  is  always  in  use." 

Tremont  Branch,  Miss  Theresa  Blumberg,  branch  librarian: 
"  I  have  used  it  as  a  checking  list  —  the  most  helpful  I  ever  used 
in  any  language  —  from  which  I  ordered  200  books.  In  the  mean- 
time we  have  all  read  'Little  Book'  with  much  pleasure  and 
inspiration,  and  we  hope  to  make  a  great  deal  of  practical 
use  of  it." 

Woodstocik  Branch,  Miss  Augusta  Markowitz,  branch  libra- 
rian: "A  suggestion  I  have  as  to  the  making  of  the  Yiddish  list 
is,  that  it  may  differ  very  little,  if  at  all,  from  its  predecessor." 

Passaic  Public  Library,  Miss  Elizabeth  White,  librarian: 
"  It  has  been  checked  up  and  handed  to  the  Dante  Literary  Society 
that  they  may  suggest  the  purchase  of  any  books  on  the  list  which 
Passaic  does  not  already  own." 

Carnegie  Library  of  Pittsburgh,  Harrison  W.  Craver,  libra- 
rian :  ''  The  list  is  going  to  be  of  use  to  us  in  a  number  of 
different  ways.  So  far  our  principal  experience  with  it  has  been 
as  a  desk  reference  book  and  as  a  basis  for  book  purchases." 

Pkovidence  Public  Library,  Miss  Marguerite  Peed,  joint 
author  of  "Aids  in  Library  Work  with  Foreigners,"  Foreign 
Department :  "  The  need  of  an  Italian  list  has  been  felt  most 
keenly  by  librarians  all  over  the  country.  I  have  heartily  recom- 
mended it  whenever  the  opportunity  arose.  It  seems  to  me 
complete." 

Public  Library  op  'St.  Joseph,  Missouri,  Charles  E.  Push, 
librarian :  "  I  am  delighted  with  this  direct  practical  application 
of  the  connection  between  the  Public  Library  and  the  immigrant 
reader.  May  the  day  come  quickly  when  we  shall  have  helpful 
library  handbooks  to  all  foreign  languages  similar  in  form  to  the 
splendid  '  Italian  Helps.'  The  numerous  notes,  suggestions  and 
bits  of  advice  are  especially  helpful  and  effective.  Accept  our 
congratulations." 

St.  Louis  Public  Library,  Arthur  E.  Bostwick,  librarian: 
"  I  expect  to  make  extensive  use  of  the  book." 


3224     CiTizExsiiip  Training  in  the  State  of  IsTew  York 

Trenton  Free  Public  Library,  Howard  L.  Hughes,  libra- 
rian:    ''Invaluable  to  a  library  which  works  with  Italians." 

Wilmington  (Del.)  Institute  Free  Library,  A.  L.  Bailey, 
librarian :  "  We  consider  it  a  very  great  aid  and  believe  that  we 
can  make  it  still  more  useful  by  placing  it  in  the  hands  of  readers 
who  may  be  interested." 

Woman's  Education  Association,  Alice  G.  Chandler,  Com- 
mittee on  Libraries:  "An  excellent  bibliography.  It  fills  a  long 
felt  want." 

Four  Further  Xotes  of  Interest 

James  Geddes,  Jr.,  president  Circolo  Italiano  and  professor  of 
Romance  languages,  Boston  University :  "  So  eminently  prac- 
tical is  the  '  Little  Brown  Book '  as  immediately  to  create  a  strong 
desire  for  just  such  a  manual  for  French,  German,  Spanish,  Por- 
tuguese, etc.      It  is  a  handy  book  of  quick  reference." 

Everett  G.  Hill,  in  the  "Register:"  "The  'helping  hand' 
idea  is  continued ;  and  this  is  a  guide  to  the  hand.  Unpretentious, 
but  most  intelligently  constructed,  and  arranged  with  the  most 
ideal  purpose." 

"II  Giornale:"  "This  splendid  book  explains  the  literary 
tastes,  the  tendencies,  the  temperament,  the  sentiments  of  the 
average  Italian  reader.  It  contains  pages  of  fine  and  profound 
psychology'  of  the  immigrant,  and  is  not  only  useful  to  librarians 
for  its  content,  but  is  also  precious  for  its  purpose  to  all  Italians 
living  in  America,  because  for  them  it  makes  more  hospitable 
and  less  strange  the  countiy  in  which  they  live  and  work.  It 
renders  a  distinguished  service  to  the  American  nation  as  well  as 
to  our  immigrants,  making  the  library  the  means  of  establishing 
more  helpful  and  cordial  relations." 

The  American  Library  Association,  from  a  leaflet  notice  and 
advertisement :  "At  last  !     A  list  of  Italian  books." 

GUIDE  TO  THE  UNITED  STATES  FOR  THE  IMMIGRANT 

By  John  Foster  Carr 

The  Idea  of  "  The  Little  Green  Book  " 

The  Guide  is  an  immigrant's  Baedeker  to  our  country,  giving 
in  the  simplest  possible  form  the  information  which  the  newcomer 
needs  to  know  and  which  he  knows  he  needs.  It  has  alreadv 
appeared  in  Italian,  in  Yiddish,  with  a  separate  English  transla- 


Civic  and  Other  Organizations  3225 

tion,  and  in  Polish.  It  will  appear  in  other  languages  as  rapidly 
as  the  success  of  the  work  will  allow.  In  each  version  the  Guide 
has  been  specially  written  and  adapted  to  the  peculiar  necessities 
of  each  nationality  of  immigrant.  There  are  hundreds  of  neces- 
sary differences  between  these  books.  The  Italian,  for  instance, 
needs  to  know  that  it  is  against  the  law  to  carry  the  long-bladed 
knife,  the  Jew  that  our  law  does  not  recognize  the  Rabbinical 
divorce. 

The  Guide  has  been  made  authoritative  by  the  co-operation  and 
revision,  in  every  chapter,  of  the  most  competent  expert  helpers, 
medical,  legal  and  others,  including  the  responsible  officials  not 
only  of  government  departments,  but  also  of  societies  and  organi- 
zations actively  engaged  in  work  for  the  immigrant.  In  every 
case  the  translation  has  been  made  the  simplest  possi])le.  and  in 
every  case  by  a  man  who  lives  with  immigrants  and  writes  for 
them. 

The  different  chapters  tell  the  newcomer  where  to  go  for  work; 
how  TO  learn  English  practically  and  quickly  —  this  chapter  has 
been  reprinted  many  times  in  foreign  language  newspapers;  how 
to  travel  —  information  vital  to  the  immigrant,  who  does  not  even 
know  '  that  baggage  can  be  checked  without  cost ;  how  to  get  a 
profitable  start  at  farming,  with  notes  on  successful  farm  colonies 
established  by  men  from  his  old  home:  why  he  should  liecnme  an 
American  citizen;  and  how  to  become  an  American  citizen. 

The  Guide  gives  full  needed  notes  on  laws  likely  to  be  broken 
innocently,  and  those  that  relate  to  children,  to  education,  to  labor 
that  every  immigrant  ought  to  know.  There  are,  too,  included 
laws  common  to  all  civilized  nations,  but  that  in  this  country 
carry  penalties  very  different  from  those  imposed  in  Europe. 
There  are  useful  chapters  on  the  geography,  climate,  products, 
educational  op])ortunities  of  the  country,  on  the  dangers  of  private 
banks  and  the  security  of  savings  banks.  It  contains  useful  tables 
and  statistics  of  many  sorts,  a  striking  chapter  of  private  advice 
and  a  good  map. 

The  Success  of  "The  Little  Green  Book" 
The  Italian  government  has  made  generous  purchases  of  the 
Italian  book.  It  reprinted  thirty-four  pages  of  it  as  a  special 
government  publication.  It  invited  an  exhibit  at  Turin  and 
Rome,  where  the  little  book  won  the  Diploma  of  the  Gold  Medal, 
and  the  Medal  of  Honor.      It  conferred  upon  the  author  of  the 


3226     Citizenship  Tkaiking  in  the  State  of  'New  York 

Guide  the  Cross  of  the  Order  of  the  Crown  of  Italy.  And  in 
appreciation  of  the  work  the  Italian  National  Society,  the  Dante 
Alighieri,  has  presented  ten  Italian  libraries  to  ten  American 
cities. 

In  our  own  land  the  work  has  now  become  national.  There 
was  an  immediate  and  wide  recognition  of  the  value  of  the  work 
by  those  who  care  not  only  for  the  immigrant,  but  for  the  welfare 
and  happiness  of  our  country  —  a  broader  democracy,  a  more 
generous  human  fellowship. 

The  Guide  is  now  being  used  with  success  in  night  schools  and 
educational  institutions  of  many  sorts;  in  churches,  missions  and 
settlement  houses.  Lectures  based  upon  it  have  been  made  so 
attractive  and  useful  that  they  have  drawn  large  audiences  of 
immigrant  workers.  Such  lectures  in  Italian,  Yiddish,  Swedish, 
Polish  and  English  have  been  given  in  New  York,  in  Boston, 
under  the  auspices  of  the  Lowell  Institute,  and  in  many  other 
places,  often  in  the  public  schools. 

And  we  have  had  splendid  active  help  from  the  libraries.  In 
spite  of  a  rule  against  books  in  foreign  languages,  the  Guide  was 
at  once  included  in  the  A.  L.  A.  book  list,  and  a  number  of 
libraries,  scattered  widely  over  the  country,  began  a  new  work. 
A  few,  for  the  first  time,  printed  their  rules  in  a  foreign  language. 
Some  systematically  started  the  adults'  interest  through  the  chil- 
dren. Others  made  a  new  appeal  directly  to  these  foreign-born 
working  folk.  One  broke  all  precedent  and  placed  the  Guide  on 
sale  at  the  desk.  The  work  grew.  Other  libraries  tried  the 
experiment.  "Repeat  orders"  began  to  come,  with  the  first  one 
the  news  that  the  single  copy  of  the  Guide  had  proved  so  popular 
that  it  was  "worn  out  completely."  It  was  replaced  with  a 
dozen  copies,  and  soon  we  were  told  that  by  hard  use  the  new 
books  were  "  also  wearing  out." 

The  Massachusetts  Free  Public  Library  Commission  bought 
the  book  in  quantity  and  arranged  for  its  efiicient  distribution  to 
the  libraries  of  the  state.  Then  came  many  demands  for  other 
simple  books,  written  in  the  same  style  and  manner  as  the  Guide, 

Every  religious  interest  has  given  the  work  cordial  support. 
The  Boards  of  Home  Missions  of  the  Protestant  churches  of  the 
United  States  have  united  in  recommending  the  use  of  the  Guide 
in  an  appeal  for  the  immigrant  that  has  had  nation-wide  distribu- 
tion. They  call  it  "  as  much  a  Guide  io  the  immigrant  for  the 
American,  as  it  is  a  Guide  to  America  for  the  immigrant."     In 


Civic  and  Other  Organizations  3227 

several  other  ways  they  have  given  the  little  book  generous  and 
effective  support.  The  W.  C.  T.  U.  has  distributed  large  num- 
bers of  copies  to  its  branches  all  over  the  land.  The  Y.  M.  C.  A. 
has  heartily  endorsed  the  book  and  used  it  efficiently.  We  have 
many  extraordinary  testimonials  to  its  value  from  the  association. 
Catholic  papers  have  praised  it;  Catholic  priests  have  bought  and 
circulated  it. 

The  National  Jewish  Immigration  Council  and  the  Jewish 
Immigration  Committee  have  given  the  Yiddish  book  their  cordial 
endorsement,  and  have  recommended  it  to  their  constituent  socie- 
ties. The  Executive  Committee  of  the  International  Order  of 
B'JSTai  B'rith  by  unanimous  resolution  have  voted  the  work  full 
sanction  and  support.  The  Federation  of  Oriental  Jews  of 
America  have  requested  the  publication  of  Jewish  versions  in 
Spaniel,  Arabic  and  Neo-Greek.  Many  Jewish  organizations 
are  making  efficient  use  of  the  book. 

The  first  publications  of  the  Guide  under  the  auspices  of  the 
Connecticut  D.  A.  R.  received  the  formal  approval  of  the  Con- 
tinental Congress  of  the  ISTational  Society.  Direct  support  of  the 
work  has  been  received  from  over  300  chapters  of  the  D.  A.  R. 
This  help  has  taken  a  great  variety  of  forms,  and  has  come  from 
almost  every  part  of  the  country. 

The  success  of  the  book  has  been  largely  due  to  its  simplicity. 
The  "  Jewish  Comment "  says  of  the  Yiddish  book  that  "  any 
Jewish  immigrant  from  Russia,  Galicia  and  Roumania,  who 
knows  the  Hebrew  letters,  can  easily  understand  it."  Of  the 
Polish  book  the  "  Dziennik  Ludowy  "  says  that  it  is  of  the  highest 
use  even  to  the  man  of  an  elementary  education.  An  Italian 
school  teacher  writes  that  one  who  has  finished  the  second  grade 
of  the  Italian  elementary  school  can  read  the  book  with  under- 
standing and  profit.  And  on  account  of  its  "  simple  vocabulary  " 
Prof.  Kuhns,  of  Wesleyan  University,  is  using  it  as  an  elementary 
book  in  Italian  for  American  students.  Two  other  colleges  are 
so  using  it. 

Wherever  the  book  is  used  we  have  striking  proofs  that  the 
immigrant  reads  and  profits  by  the  Guide  —  some  in  broken  Eng- 
lish, some  in  their  original  language,  some  humorous,  some 
pathetic,  all  valid.  One  man  likened  the  immigrant  to  a  lone 
sheep :  "  He  doesn't  know  anything.  He  doesn't  know  what  to 
do  and  your  book  guides  him."  Another  said  that  he  had  been 
"  like  a  piece  of  wood  that  everybody  kicks  about  and  that  belongs 


3228     Citizenship  Training  in  the  State  of  ISTew  Yobk 

nowhere."  One  says  it  taught  him  more  than  he  had  learned  of 
himself  here,  in  two  years.  Another  said  the  Guide  was  ''the 
only  faithful  person  that  has  opened  his  arms  to  me  on  my 
arrival  in  this  country.''  Several  instances  have  been  reported 
of  immigrants  who  have  committed  the  entire  book  to  memory. 


MAKERS  OF  AMERICA 

Franklin,  Washington,  Jefferson,  Lincoln 
By  Emma  Lilian  Dana,  Model  School,  Hunter  College 

America's  message  of  liberty,  equality,  brotherhood  and  peace 
was  never  more  needed  in  the  world  than  it  is  today  —  needed 
by  Americans  by  birth,  just  as  w^ell  as  by  our  new  Americans 
from  across  the  seas,  whom  Washington  called  our  "  citizens  by 
choice  "  of  a  common  country. 

In  no  more  practical  way  can  this  message  of  America  be  given 
than  through  the  lives  of  our  four  greatest  men.  Yet  Franklin, 
Washington,  Jefferson  and  Lincoln  are  known  popularly  only 
through  scattered  incidents.  The  great  mass  of  our  young  folks 
on  leaving  school  go  out  into  the  world  to  their  life's  work  with- 
out knowing  the  full,  insijiring  story  of  the  men  who  have  given 
us  our  country.  Our  foreign-born  delight  in  biography.  Yet  in 
most  of  their  native  languages  there  are  no  books  whatever  about 
America's  great  men.  And  in  English,  after  their  first  studies, 
they  are  given  the  choice  between  books  intended  for  children 
that  have  no  interest  for  adults,  and  those  that  are  far  too  diihcult 
for  them  to  read  with  pleasure. 

To  meet  this  double  need  "Makers  of  America"  has  been 
written.  It  gives,  in  a  rapid,  human  and  interesting  way,  the 
well-rounded  story  of  the  wonderful  creative  work  of  Franklin, 
Washington,  Jefferson  and  Lincoln.  These  four  lives  have  been 
so  related,  supplementing  one  another,  that  they  cover  the  impor- 
tant facts  of  the  two  great  periods  of  American  history.  The 
accounts  of  the  formation  of  our  government  and  of  the  theory 
of  American  democracy  have  been  reduced  to  the  simplest  terms. 
A  varied  vocabulary  has  been  used,  but  the  words  chosen  are 
simple  and  concrete.  And  as  words  and  things,  new  and  strange, 
stimulate  interest  and  make  for  progress,  these  four  little 
biographies  have  been  made  slightly  progressive  in  difficulty. 


Civic  and  Other  Okgaxizations  3229 

*•' Makers  of  America"  gives  its  patriotic  tale  with  picturesque 
and  stirring  incidents,  and  it  includes  the  best  stories.  Its  pur- 
pose is  not  to  preach  patriotism,  but  to  inspire  it  by  an  intimate 
picture  of  the  life  and  work  of  these  famous  patriots,  and  of  their 
hopes  and  visions  of  the  future  of  our  country.  A  second  purpose 
is  to  show  in  some  detail  the  steps  of  work,  education  and  self- 
discipline  by  which  they  reached  power  and  fame;  so  that  the 
reader  can  measure  for  himself  their  greatness,  and  in  them  find 
inspiration  for  his  own  life. 

The  Use  of  the  Booh. —  "  Makers  of  America  "  has  been  care- 
fully prepared  for  the  use  of  the  foreigner  in  our  night  schools 
and  libraries  as  a  second  or  third  book  in  English,  depending  upon 
the  text-books  adopted  and  upon  the  intelligence  and  the  previous 
education  of  the  pupil.  And,  as  for  him  it  is  intended  to  give 
some  practical  knowledge  of  the  ideals  and  of  the  serious  purposes 
of  American  life,  so  it  is  also  intended  to  make  better  Americans 
of  our  own  vouth  in  the  last  vear  of  the  elementarv  school,  the 
first  year  of  the  high  school,  and  in  the  evenings  schools. 

The  Immigrant  Publication  Society  plans  to  make  this  book 
of  wider  use  and  service  to  our  immigrants  who  know  no  English, 
by  publishing  it  in  other  languages  in  the  order  of  demand.  These 
great  patriot  lives  hold  for  all  times  and  for  all  peoples  the 
message  of  America:  "Liberty,  Equality,  Brotherhood  and 
Peace." 


22.  Irish  Emigrant  Society,  51  Chambers  street.  New  York  City: 

J.  J.  Folev,  secretarv,  March  16,  1920: 

"  The  Irish  Emigrant  Society  was  incorporated  for  the 
declared  purpose  to  afford  aid,  advice  and  protection  to 
emigrants  from  Ireland  and  generally  to  promote  their 
welfare. 

"In  normal  times  we  have,  connected  with  the  Society, 
a  Free  Labor  Bureau  through  which  positions  have  been 
secured  for  emigrants  throughout  the  country.  We  have 
also  an  agent  of  the  Society  on  duty  at  Ellis  Island  to  pro- 
tect and  aid  them  on  their  arrival  here.  All  cases  aside  from 
those  outlined  above  are  handled  directly  by  the  oflicers  of 
the  Society  at  the  main  office." 


3230     Citizenship  Training  in  the  State  of  ^t^Ew  York 

23.  The  Italian  Bureau  of  Public  Information,  108  West  75tli 
street,  New  York  City,  Captain  Alessandro  Sapelli,  March  18,  1920: 

"  The  Italian  Bureau  of  Public  Information,  with  offices 
at  501  Fifth  avenue,  New  York,  has  been  closed  since 
November  15,  1919,  and  your  letter  of  March  2d  has  been 
referred  to  me  for  attention  as  director  of  said  Bureau  up 
to  the  time  of  its  closure. 

"  The  Bureau  was  established  during  the  recent  war  in 
order  to  furnish  information  concerning  Italian  war  activi- 
ties and  worked  in  co-operation  with  similar  information 
offices  of  the  United  States  government  in  combatting  enemy 
propaganda,  and  in  arousing  the  Americans  of  Italian  origin 
and  the  Italians  residents  in  this  country  to  contribute  all 
their  efforts  toward  the  success  of  the  common  cause,  to  buy 
extensively  bonds  of  the  various  Liberty  Loans,  to  contribute 
generously  to  war  charities,  in  other  words,  to  devote  all  their 
activities  toward  the  triumphant  conclusion  of  the  conflict. 

"Since  that  time  I  have  devoted  all  my  personal  efforts 
to  the  promotion  of  the  movement  for  Americanization,  a 
movement  which  has  my  full  support  and  sympathy,  and 
which,  in  my  opinion,  if  conducted  with  broad  judgment 
and  based  on  principles  of  equity  and  justice  guided  by  a 
spirit  of  brotherhood,  will  be  of  great  benefit  to  the  future 
progress  of  the  commonwealth. 

"  I  have  always  responded  voluntarily  wherever  I  may 
have  been  called  to  assist  in  the  advancement  of  this  work 
of  Americanization  by  means  of  conferences  in  Italian  or  in 
English  and  have  also  contributed  my  effort  through  news- 
paper articles.  I  am  now  preparing  the  publication  of  a 
book  on  the  Italian  element  in  the  United  States,  the  purpose 
of  which  you  will  find  outlined  in  the  enclosed  circular  letter. 
This  work  has  been  approved  and  encouraged  by  many  prom- 
inent men  and  by  educational  and  social  institutions  of 
indubitable  loyalty  throughout  the  country. 

"  I  should  be  glad  to  be  of  assistance  to  you  in  any  way 
within  my  power  whenever  you  may  see  fit  to  call  upon  me." 


Civic  and  Other  Organizations  3231 

*^.  The  Japanese  Association,  Inc..  119  East  34th  street,  New  York 
City,  R.  Tsunoda,  secretary,  March  16,  1920: 

Aeticle  III 
Object 
The  object  of  this  Association  shall  be,  to  foster  friendship 
and  cordial  co-operation  among  the  Japanese  residing  in  the 
Eastern  part  of  the  United  States;  t®  uplift  the  character  of 
each  and  every  member;  to  promote  their  social  and  intellectual 
welfare;  to  safeguard  their  rights;  to  cultivate  among  the  mem- 
bers the  spirit  of  mutual  assistance;  and  to  strengthen  the  friendly 
ties  that  bind  the  peoples  of  Japan  and  the  United  States  of 
America. 

Article  IV 
Organization 
This  Assiociation  shall  be  organized  from  the  Japanese  who  are 
residing  in  the  Eastern  part  of  the  United  States. 

Article  V 
Work 

1.  To  accomplish  its  object  the  Association  shall  make  investi- 
gation as  to  what  is  necessary  for  the  development  and  mutual 
aid  of  the  Japanese  in  America ;  it  shall  then  provide  the  ways 
and  means. 

2.  Two  departments  shall  be  established,  one  to  be  known  as 
the  Department  of  General  Affairs,  and  the  other  as  the  Depart- 
ment of  Mutual  Aid.  However,  the  duties  of  both  departments 
shall  be  in  accordance  with  the  by-laws. 

Article  VI 

Membership 

1.  Any  Japanese  residing  in  the  Eastern  part  of  the  United 

States  who  is  in  sympathy  with  the  object  of  this  Association 

shall,    upon    the    payment    of    certain    dues,    be    eligible    for 

membership. 

25.  The  Japanese  Christian  Institute,  Inc.,  328  East  57th  street, 
New  York  City,  George  Z.  Shigeta,  general  secretary,  March  16, 
1920: 

"  The  Japanese   Christian  Institute,  Inc.,  is  the  growth 
of    the    Original    Japanese    Christian    Mission    which    was 


o2S2     Citizenship  Training  in  the  State  of  !N"ew  York 

founded  twenty-three  years  ago  by  a  small  group  of  Japanese 
Christians,  and  is  now  a  self-supporting  organization. 

"  The  object  of  our  Institution  is  to  promote  the  religious 
spirit,  brotherly  love,  social  and  physical  condition  as  well 
as  the  general  welfare  of  the  Japanese  residing  in  Xew  York 
and  its  vicinity.  It  is  now  engaging  principally  in  the 
work  of: 

"  1.   General  religious  services. 

"  2.  Giving  lectures  and  holding  literary  meetings, 

"3.  Furnishing  decent  lodging  and  boarding  in  clean 
environment. 

"  4.  Dispensing  charity. 

"  5.   Teaching  English. 

"  6.   Assisting  students. 

*'  7.  Guiding  the  traveling  visitors. 

"8.  Promoting  social  intercourse,  et  cetera." 

COXSTITUTIOX 

Aeticle  I 

Name 

Section  1.  The  name  of  this  organization  shall  be  ''  The 
Japanese  Christian  Institute,  Incorporated,"  of  Xew  York. 

Article  II 
Object 
Section  1.   The  object  of  this  organization  shall  be  the  improve- 
ment of  the  spiritual,  mental,  social  and  physical  condition  of 
Japanese  residing  in  the  city  of  Xew  York  and  the  vicinity. 

S<^ction  2.  In  accomplishing  this  object  the  Institute  may 
establish  and  maintain  a  place  of  worship  and  to  hold  other  meet- 
ings, and  to  conduct  the  work  of  the  Institute.  It  may  hold  or 
dispose  of  such  property,  real  or  personal,  as  may  be  given, 
devised  or  bequeathed  to  this  organization,  or  entrusted  to  its 
care  and  keeping,  and  purchase,  acquire  and  dispose  of  such 
property  as  may  be  necessary  to  carry  out  the  purpose  of  the 
Institute. 

Article  III 
Membership 

Section  1.  Membership  in  this  Institute  shall  consist  of  men 
and  women  of  good  moral  character,  who  have  paid  the  member- 


Civic  ais^d  Otiikr  Organizations  3233 

ship  fees  and  met  the  other  requirements  which  may  be  presciihed 
from  time  to  time  by  the  Board  of  Directors  and  Trustees. 

26.  Jewish  Protectory  and  Aid  Society,  356  Second  avenue, 
New  York  City,  John  Klein,  general  superintendent,  March  23, 
1920: 

"Since  the  opening  of  the  Hawthorne  School  in  1907 
Americanization  has  been  one  of  our  fundamental  activities. 
I  soon  realized,  upon  entering  this  work,  that  here  was  an 
almost  virgin  field  for  the  propaganda  of  our  democratic 
ideals.  The  boys  coming  to  us,  if  not  actually  foreign-born 
(the  majority  coming  from  Russia),  are,  with  but  few 
exceptions,  distinctly  alien.  They  belong  to  iinniijrrant 
families,  and  have  been  brought  up  in  densely  populated 
foreign  quarters  where  conditions  are  about  the  same  as  if 
their  people  had  never  migrated  from  their  native  lands. 
The  English  language  is  at  best  only  imperfectly  understood 
among  them.  American  customs  are  quite  unknown,  and 
the  principles  of  our  Republican  form  of  Government  are 
hardly  more  than  echoes  from  the  class  rooms  of  the  public 
schools. 

"To  offset  this  we  place  our  boys  in  cottage  g.oups  under 
the  direction  of  a  cottage  father  and  cottage  mother,  in  an 
effort  to  surround  them  as  nearly  as  is  possible  with  the 
atmosphere  of  normal  American  homes.  They  are  taught 
American  customs  at  table  and  elsewhere.  They  eat  Amer- 
ican food,  they  play  American  games.  Instruction  in  the 
English  language  is  greatly  emphasized.  All  national  holi- 
days are  observed  with  appropriate  exercises.  The  Amer- 
ican flag  is  saluted  daily^  and  the  principles,  as  well  as  the 
protection,  for  which  it  stands  are  made  clear.  Particular 
care  is  taken  that  none  but  loyal  Americans  be  employed  at 
our  school;  and  we  point  with  pride  to  the  response  made 
by  our  staff  during  the  various  '  drives '  of  the  war  period. 
"  The  proportion  of  our  graduate  boys  who  entered  either 
the  army  or  the  navy  during  the  war  have  shown  that  our 
efforts  have  not  been  fruitless.  We  would  be  pleased  at 
any  time  to  show  you  the  records  of  our  school  if  you  should 
care  to  see  them." 
102 


3234     Citizenship  Teaixi^^q  in  the  State  of  jSTew  York 

27.  Jewish  Welfare  Board,   149   Fifth  avenue,  ITew  York  City, 
Harry  L.  Glucksman,  executive  director,  March  17,  1920: 

Mortimer  L.  Schiff  reviews  achievements  of  the  J.  W.  B. : 

Extracts    from   an   Address    at    National    Conference    of 

Jewish  Charities 

It  is  somewhat  of  an  anachronism  to  include  a  paper  on  the 
Jewish  Welfare  Board  in  the  progi-am  of  a  conference  on  char- 
ities. It  is  not  charity  which  the  welfare  agencies  are  offering 
to  the  men  in  uniform  and  there  is  no  paternalism  in  the  service 
which  is  being  rendered.  It  would  be  an  injustice  to  our  fellow- 
countrymen  in  the  Army  and  Navy  to  consider  it  as  such.  In  the 
Hebrew  language,  there  is  no  word  meaning  ''  charity  "  and  in  the 
Old  Testament,  the  only  expression  used  for  this  purpose  is 
"justice."  I  like  that  conception  and  it  is  particularly  applic- 
able to  what  the  organizations  serving  the  meu  in  uniform  have 
undertaken.  We  are  not  philanthropists  when  we  support  these 
Army  and  Xavy  activities;  we  are  not  doling  out  charity  in  mak- 
ing spiritual,  educational  and  recreational  facilities  available, 
we  are  but  giving  to  those  in  the  service  of  our  country  what  they 
are  entitled  to  receive  and  what  it  is  a  privilege  for  a  grateful 
people  to  offer  them. 

The  function  of  the  Jewish  Welfare  Board  has  been  and  is  to 
serve  all  the  men  in  uniform  irrespective  of  their  religious  faith 
and  in  addition  to  make  adequate  provision  for  the  special  needs 
of  the  Jewish  soldiers  and  sailors.  Our  guiding  principle  has 
been  to  interpret  the  needs  of  the  men  to  the  best  of  our  ability 
and  then  to  render  them  the  very  best  service  in  our  power.  We 
realized  that  while  our  special  function  was  to  provide  for  the 
spiritual  needs  of  our  co-religionists,  we  could  not  deal  with  this 
on  a  narrow  basis,  as  a  man  must  be  treated  as  a  unit,  his  mind, 
body  and  spirit  must  all  be  served,  and  we  have  therefore  tried 
to  make  our  program  so  comprehensive  as  to  give  every  type  of 
service. 

/.    W.  B.  Facts  and  Figures 

In  this  connection,  it  is  of  interest  to  note  that  in  our  work  in 
this  country  we  have  organized  1,650  classes  with  a  total  attend- 
ance of  67,890;  462  clubs,  with  a  total  attendance  of  24,602;  we 
have  arranged  for  617  lectures  in  the  camps,  with  a  total  attend- 
ance of  152,752;  we  have  provided  2,320  recreational  activities 
in  towns,  with  a  total  attendance  of  664,387  and  3,345  in  camps, 


Civic  and  Other  Organizations  3235 

with  a  total  attendance  of  769,787.  We  have  handled  in  the 
camps  1,603,842  pieces  of  mail  and  28,100  telegrams  for  the  men. 
We  have  held  7,772  religious  services,  with  a  total  attendance  of 
over  300,000.  As  to  the  supplies  distributed  among  the  men,  we 
have  given  away  over  6,400,000  sheets  of  letter  paper,  over 
3,000,000  envelopes,  over  58,000  prayer-books,  over  70,000  bibles, 
over  92,000  religious  accessories,  over  323,000  pamphlets,  over 
155,000  magazines,  over  100,000  books  and  over  370,000  packages 
of  cigarettes  and  tobacco. 

Overseas'  Wo7'k 
As  to  our  overseas  w^ork,  we  were  compelled,  for  a  number  of 
reasons,  to  proceed  somewhat  slowly  and  cautiously.  Our  initial 
effort  was  to  supplement  and  support  the  work  of  the  chaplains, 
pending  our  being  able  to  send  our  own  representatives  abroad. 
In  July,  1918,  we  sent  to  France  a  commission  to  study  the  situa- 
tion and  make  recommendation  as  to  the  lines  on  which  we  should 
operate.  We  started  by  opening  an  office  and  club-room  in  Paris, 
with  a  representative  in  charge.  From  this  small  beginning  has 
grown  an  important  work  of  service,  covering  all  important  points 
in  France  and  the  occupied  territory,  including  such  places  as 
St.  Aignan,  where  70,000  casuals  are  classified  for  return  to  the 
United  States;  the  ports  of  embarkation,  St.  Xazaire,  Brest  and 
Bordeaux,  with  their  neighboring  camps,  and  Tours,  Xantes, 
Dijon,  Gievres  and  Coblenz,  where  there  are  larger  numbers  of 
American  troops.  In  Paris  we  have  taken  a  large  house,  as  a 
recreation  center,  and  in  the  great  Le  Mans  area  we  have  a  num- 
ber of  huts,  each  running  at  full  blast  and  catering  to  thousands 
daily.  To  render  this  service,  the  Jewish  Welfare  Board  now 
has  146  splendid  men  and  women  overseas,  who  co-operate  with 
and  supplement  the  work  of  the  fourteen  Jewish  army  chaplains, 
attached  to  various  divisions  of  the  A.  E.  F.  We  have  shipped 
many  kinds  of  supplies,  such  as  writing  paper,  bibles,  prayer- 
books,  Yiddish  books,  games  and  various  pamphlets  of  interest 
to  the  men,  the  quantities  of  which  are  included  in  the  totals  I 
have  heretofore  given  you.  In  one  shipment  alone  in  March,  we 
sent  abroad  22,440  Haggadahs  and  77  tons  of  matzohs. 

Demobilization  and  Reconstt'ucUon 
With  the  return  of  the  troops   the  transport   service  of  the 
Jewish  Welfare  Board  was  inaugurated.     Workers  were  placed 


3236     CiTizExsiiip  Tkainikg  in  the  State  of  New  York 

aboard  the  boats  to  help  the  men  during  the  homeward  journey. 
The  Jewish  Welfare  Board  workers  conduct  religious  services  for 
Jewish  soldiers  and  members  of  the  crew.  They  furnish  informa- 
tion regarding  civilian  life  and  pave  the  way  for  the  soldiers^ 
readjustment.  They  arrange  entertainments  almost  daily  and 
dispense  advice  and  good  cheer. 

One  phase  of  our  great  task,  as  we  see  it,  is  to  make  the  soldier 
and  sailor  happy  and  comfortable  and  to  keep  his  thoughts  whole- 
some and  cheerful.  Therefore,  our  work  does  not  relax  for  one 
single  step  of  the  journey  from  France  to  the  home  and  friends. 
Jewish  Welfare  workers  meet  the  transports  with  handkerchiefs, 
postal  cards,  and  other  gifts  for  the  soldier,  and  they  travel  with 
him  to  demobilization  and  debarkation  camps. 

The  first  of  the  men  to  come  back  from  France  were  the 
wounded  who  had  borne  the  brunt  of  the  sacrifice  —  for  whom  the 
war  would  never  end.  It  was  for  them  that  the  Jewish  Welfare 
Board  organized  its  "Hospital  Service  Division"  to  assist  in 
supervising  and  planning  the  activities  at  about  ninety  hospitals 
throughout  the  United  States.  But  it  is  well  to  remember  that 
the  work  for  the  wounded  is  not  merely  a  thank  offering  of  their 
sacrifice,  but  is,  in  addition,  a  very  practical  undertaking  to  make 
these  men  useful  and  self-supporting,  even  though  it  was  their 
misfortune  to  have  been  wounded. 

I  wish  I  could  go  on  reviewing  the  elaborate  program  of 
religious,  recreational  and  educational  work  carried  out  by  the 
Jewish  Welfare  Board  in  demobilization  and  debarkation  camps. 
I  might  tell  you  how,  having  recognized  recreation  as  a  demobiliza- 
tion necessity,  entertainment  units  were  sent  on  tour  of  canton- 
ments, and  a  successful  Yiddish  opera  company  was  organized. 
I  might  tell  you  how  men  were  prepared  for  the  return  to  civilian 
life  by  vocational  workers  in  Texas  who  inaugurated  an  Agricul- 
tural School  for  4,000  soldiers  and  successfully  carried  through 
a  back-to-the-farm  movement.  I  could  tell  you,  too,  of  Seder 
services  conducted  throu";hout  the  countrv  and  in  France  too 
by  Jewish  Welfare  Board  representatives  —  of  one  particularly 
interesting  service  in  a  west-bound  Pullman  diner.  All  of  these 
things  are  links  in  the  Jewish  Welfare  Board's  chain  of  con- 
tinuous service  that  has  been  forged  to  help  to  bind  together  the 
forces  that  are  remaking  the  world.  Reaching  the  hearts  of  men, 
serving  loyally  and  helpfully  in  a  nation's  crisis,  the  Jewish  Wel- 
fare Board  has  brought  together  American  Jewry  in  a  great  cause, 


Civic  and  Other  Okganizations  3237 

and  stands  as  the  spontaneous  and  whole-hearted  expression  of  the 
Jewish  men  and  women  of  this  country.  It  has  successfully  com- 
batted  the  bugaboo  of  segregation  of  the  Jew  from  his  non-Jewish 
brother-in-arms  and  won  the  recognition  of  the  United  States 
government  as  the  authorized  Jewish  body  for  war  welfare  work. 

The  War  Is  Ooer—What  of  the  J.  W.  B. 

At  the  very  height  of  the  war  someone  said :  "  l^o  matter  how 
long  the  war  lasts,  the  time  after  the  war  will  be  infinitely  longer," 
and  realizing  subconsciously  the  truth  of  this  statement,  we  are 
today  beginning  to  gi-ope  back  to  the  normal  tenor  of  peace  time. 
Our  powers  and  energies,  concentrated  upon  the  winning  of  the 
war,  were  diverted  suddenly,  by  the  war's  end,  and  we  found  our- 
selves facing,  almost  before  we  realized  it,  the  problems  of  the 
world  with  new  forces  and  new  ideals. 

The  world  today  stands  at  the  crisis  of  the  years,  a  world 
slightly  dazed  by  the  suddenness  and  rapidity  of  change,  a  world  in 
which  events  are  now  slowly  crystallizing  which  will  determine  the 
life  of  America  and  of  the  whole  civilized  world  for  centuries  to 
come.  The  swiftly  moving  events  that  are  following  the  vic- 
torious close  of  the  great  combat  are  as  important  as  the  days 
that  brought  the  victory;  for  the  events  of  today  and  tomorrow 
must  prove  that  the  great  sacrifices  of  the  last  five  years  were  not 
made  in  vain. 

Upon  the  war  work  agencies,  that  have  kept  in  step  beside 
America's  troops  all  through  the  war,  devolve  new  and  more 
important  functions  of  readjustment.  All  of  them  are  toda,y 
making  a  contribution  as  vitally  important  and  significant  as  was 
their  work  during  the  war. 

The  fighting  is  over  and  reconstruction  is  the  problem  of  the 
day.  The  work  with  which  American  Jewry  has  entrusted  the 
Jewish  Welfare  Board  is  not  vet  over,  but  it  is  nearino;  com- 
pletion,  and  it  must  soon  be  determined  what  structure,  if  anv, 
is  to  be  built  on  the  foundation  which  the  Jewish  Welfare  Board 
has  laid.  Shall  the  better  understanding  between  the  various 
factions  of  Jewry,  which  has  been  created;  shall  the  working 
together  of  Reform  and  Orthodox,  which  has  meant  so  much  for 
the  success  of  the  work;  and  finally  and  most  important,  shall 
the  splendid  co-operation  which  has  been  established  between  Jews 
and  Christians,  working  hand  in  hand  in  the  service  of  the  welfare 
agencies,  be  cast  aside,  and  shall  we  go  back  to  old  methods  and 
work  on  narrow  or  sectarian  lines,  where  these  are  not  necessary? 


3238     Citizenship  Training  in  the  State  of  Xew  York 

These  are  the  questions  which  we  must  answer,  and  much  depends 
on  how  we  do  so.  It  is  a  great  crisis  in  human  affairs,  a  stem 
call  to  duty,  which  has  brought  about  this  better  understanding 
and  make  us  think  of  one  another  solelv  as  fellow  Americans. 
The  crisis  has  perhaps  passed,  but  this  bond  of  common  service 
has  left  a  lasting  impression  and  will  make  for  a  greater  tolerance 
and  a  finer  fellowship  among  men  and  women  of  different  creeds 
and  of  different  shades  of  belief.  The  war  has  taught  us  many 
things,  but  none  greater  than  that  we  owe  a  duty  to  others.  A 
spiritual  awakening  has  come  to  all  free  peoples  and  men  and 
women  have  ceased  to  think  only  in  terms  of  self,  but  rather  in 
the  relation  of  how  they  can  best  render  a  common  service  to  all 
humanity.  We  have  a  great  opportunity  and  we  would  be  derelict 
in  our  trust  if  we  failed  to  take  advantage  of  it.  A  great  move- 
ment for  young  men  and  women  should  grow  out  of  the  experience 
of  the  war,  all  should  work  hand  in  hand  for  the  development 
of  the  highest  type  of  citizenship  and  all  Americans,  irrespective 
of  their  religious  faith,  should  be  bound  together  in  common 
fellowship  and  in  helpful  co-operation  for  the  common  good.  We 
want  100  per  cent.  Americans,  be  they  of  native  or  of  foreign 
birth ;  we  want  a  united  country,  free  from  sectionalism  or  class 
differences.  That  is  our  gi-eat  reconstruction  task  and  none  can 
do  more  to  help  in  its  consummation  than  those  who  have  so 
loyally  served  the  nation  in  the  service  of  the  Jewish  Welfare 
Board  and  of  the  other  welfare  agencies. 

28.  Knights  of  Columbus,  New  York  City,  William  J.  McGinley, 
supreme  secretary,  November  19,   1919: 

"  In  reply  to  your  favor  of  the  1st  instant,  in  which  you 
request  a  statement  concerning  the  nature  of  the  co-operation 
of  the  Knights  of  Columbus  in  the  work  of  Americanization, 
permit  me  to  state  that  it  is  the  purpose  of  the  Order  to  assist 
in  this  very  important  work  in  such  manner  and  in  such 
places  as  may  be  practicable.  It  is  the  purpose  of  the  Com- 
mittee on  Education  of  the  Order  to  institute  classes  in 
citizenship  wherever  possible  under  the  auspices  of  the  local 
councils  or  the  Committee  on  War  Activities." 

29.  The  league  for  the  Liberation  of  Carpatho-Russia,  New  York 
City,  Rev.  Jos.  Fedoranskey,  president,  March  18,  1920: 

"The  chief  purpose  of  the  League  for  tlie  Liberation  of 
Carpatho-Russia  is,  just   as  this  title  indicates,  to  liberate 


Civic  and  Other  Okgaxizations  3239 

our  country,  the  Carpatlio-Russia,  from  the  foreign  rule;  to 
make  acquainted  the  American  ,government  and  the  Amer- 
ican people  with  the  cause  of  the  Carpatho-Russia  by  memo- 
randums, appeals,  pamphlets,  newspaper  articles,  journals, 
also  by  the  meetings  and  delegations. 

"  The  purpose  of  our  organization  is  also  to  make  the 
Carpatho-Russian  emigrants  acquainted  with  all  dignities 
of  American  culture,  civilization  and  the  political  organiza- 
tion of  America,  and  to  make  them  the  best  citizens  of  their 
new  country." 

30.  Maedchenheim-verein,  217  East  62d  street,  New  York  City, 
Mrs.  E.  E.  Hoefflin,  secretary  and  treasurer,  March  22,  1920: 

"Respectable  girls  will  find  a  friendly  reception  and  a 
hearty  welcome  in  this  home,  and  are  cordially  invited  to 
spend  their  evenings  and  leisure  time  there,  especially  on 
Sunday  afternoons.  Such  as  are  without  employment  or 
temporarily  in  need  of  board  and  lodging,  can  be  supplied 
at  moderate  prices  at  the  home.  We  receive  as  many  girls 
or  women  as  we  can  accommodate,  for  a  temporary  home, 
regardless  of  religious  affiliation  as  long  as  they  are 
respectable." 
Xo  mention  is  made  of  nationality,  but  the  literature  of  the 
home  is  printed  in  both  English  and  German. 

31.  The  National  Association  of  Manufacturers,  30  Church  street, 
New  York  City: 

This  organization  published  a  booklet  called  "Bolshevism,  Self- 
Defined  and  Self-Convicted,"  the  purpose  of  which  is  described 
in  the  foreword  as  follows : 

"  This  pamphlet  is  intended  to  enlighten  the  thoughtful 
business  men  and  citizens  in  general  of  the  United  States, 
concerning  the  social-political  disease,  in  the  throes  of  which 
Russia  is  now  writhing." 


"to- 


32.  The  National  Herald,  134  West  2Gth  street.  New  York  City, 
C.  Ptunand,  managing  editor,  December  2,  1919: 

"Replying  to  your  letter  of  November  21st,  we  are  glad 
to  have  the  opportunity  of  assisting  you  in  your  work. 

"  Regarding  educational  activities  in  New  York  for  the 
Greek  element,  we  wish  to  advise  you  that  there  are  many 


3240     Citizenship  Training  in  the  State  of  ]S'ew  York 

Greek  societies,  the  principal  one  being  the  Pan  Hellenic 
Union  in  America  with  a  membership  of  approximately 
7,000,  teaching  English  to  Greeks  in  the  evenings  free  of 
charge.  There  is  also  the  Greek-American  Institute  vdiich 
is  conducted  on  the  same  basis  as  American  schools,  teaching 
English  to  Greeks. 

'•  The  jSTational  Herald  is  publishing  and  has  published  in 
the  past  English-Greek  and  Greek-English  dictionaries, 
methods  and  dialogues  in  English-Greek  and  Greek-English. 
We  also  have  published  books  on  how  to  become  good  citizens 
of  the  United  States,  inducing  them  to  naturalize  and  become 
good  and  useful  citizens  of  this  country, 

"  We  also  wish  to  inform  you  that  in  co-operation  with  the 
Bureau  of  Immigration  of  Boston,  Mass.,  the  office  of  the 
Department  of  the  Interior,  the  Inter-racial  Committee,  the 
American  Association  of  Foreign  Language  are  writing  sev- 
eral articles  with  a  view  of  making  the  Greek  element  of  the 
United  States  good  and  useful  citizens  of  our  country.  We 
might  further  add  that  all  the  Greek  societies  have  in  their 
program  the  teaching  of  English  to  Greeks. 

''  Trusting  that  this  is  the  information  that  vou  desire  and 
assuring  you  of  our  co-operation  in  this  worthy  cause." 

33.  National  League  of  Women  Workers,  6  East  45th  street,  New 
York  City,  Jean  Hamilton,  organization  secretary,  report  of  telephone 
conversation : 

"We  have  evening  clubs  for  girls;  recreation  and  instruc- 
tion in  self-governing  and  supporting  groups  for  girls  over 
working  age.  We  are  not  now  doing  anything  in  Xew  York 
State,  but  do  in  the  mining  districts  of  Pennsylvania,  with 
foreign  girls.  We  do  not  think  it  should  be  done  by  this 
organization  unless  there  is  a  crying  need  for  it  which  will 
not  be  met  bv  other  agencies." 

84.  National  liberal  Immigration  League,  309  Broadv/ay,  New 
York  City,  N.  Behar,  managing  director,  March  18,  1920: 

"Answering  your  favor  of  the  4th  instant,  in  which  you 
announce  the  wise  and  patriotic  determination  of  your  Com- 
mittee to  recommend  to  the  Legislature,  as  a  corrective  meas- 
ure, an  increased  program  of  education  and  Americaniza- 
tion, I  beg  to  enclose  copy  of  a  report  on  Americanization 
which  T  liave  prepared  for  publication,  and  which  I  submit 


CiA'ic  AND  Other  0KGA^^lZATlONS  3241 

for  your  consideration.  The  object  of  this  report  is  to 
secure  for  teachers,  particularly  those  of  evening  classes,  a 
decent  salary.  On  the  other  hand,  deportation  with  a  firm 
hand  is  a  safety  valve  against  criminal  agitation.  Deporta- 
tion ought  to  be  extended  to  naturalized  citizens  who  become 
dangerous. 

"  Our  principal  work  for  the  past  few  years  has  been  for 
patriotism  and  Americanization." 

From  a  bulletin  issued  bv  the  League: 

'■  The  Xatioual  Liberal  Immigration  League  is  the  only 
non-sectarian,  non-political  national  organization  that 

"Advocates  the  careful  selection,  distribution,  education 
and  protection  of  immigrants; 

"  Opposes  indiscriminate  restriction  ; 

"  Studies  bills  introduced  in  Congress  on  immigration  and 
kindred  subjects,  points  out  their  good  and  bad  features, 
supporting  the  former  and  opposing  the  latter; 

"  Disseminates  exact  information  and  enlightens  public 
sentiment  through  its  books,  pamphlets,  etc. ; 

"  Organizes  and  advises  societies  and  individuals  favoring 
a  liberal  immigration  policy;  and 

*'  Promotes  the  enactment  of  legislation  aiming  at  the 
country's  welfare,  such  as 

"Deportation  of  alien  criminals, 

*'  Federal  employment  bureau, 

"Daily  labor  bulletins, 

t'  7 

"  Low-rate  transportation  for  the  unemployed, 
"Placing   industrial   plants   in   the  country   or   in   small 
cities, 

"Education  and  protection  of  immigrants,  and 
"Amendment   of  contract  labor  law  to  exempt  from  its 
application   agricultural   laborers   and   certain  skilled   labor 
in  cases  where  this  cannot  be  recruited  on  American  soil." 

IMMIGRATION  AND   THE   AMERICANIZATION   OF   THE   MASSES 
By    N".    Behar,    Managing    Director    of    the    National    Liberal 

Immigration  League 
Why  Immigration  is  Opposed 
Immigration,  which  has  done  so  much  to  make  this  country 
great,  is  nevertheless  meeting  opposition  in  Congress,  where  bills 


3242     Citizenship  Training  ijt  the  State  of  Xew  York 

have  been  introduced  for  sncli  drastic  measures  as  the  shutting 
the  door  tight  for  many  years. 

The  grievance  against  immigrants  is  that  they  do  not  Amer- 
icanize. We  purpose  to  discuss  this,  and  offer  some  suggestions 
as  to  the  remedy. 

Importance  of  Americanization 
The  first  fundamental  to  the  promotion  of  national  unity  ia 
the  universal  use  of  our  language,  by  the  Americanization  of  all 
foreigners. 

To  reach  this  end  philanthropic  organizations  and  the  boards 
of  education  throughout  the  land  maintain  free  schools  for  immi- 
grants.    Among  these: 

The  Evening  Classes  of  New  York 
In  all  sections  of  the  great  city  there  are  classes  three  nights 
a  week,  where  aliens  are  welcome  to  learn,  free  of  charge,  from 
the  start  till  they  are  made  fit  for  citizenship.  To  encourage 
attendance,  pupils  are  treated  to  certain  privileges,  such  as  legal, 
medical,  and  employment  aid;  dancing  lessons;  concerts;  com- 
munity singing,  etc.  The  classes  are  kept  open  all  through  the 
year,  even  during  the  nights  of  canicular  heat.  Principals  and 
teachers  vie  with  one  another  in  zeal,  giving  freely  more  than 
their  due  time,  and  spending  out  of  their  own  pockets  for  hand- 
bills and  other  means  for  advertising  their  classes.  However, 
the  pupils  of  all  our  classes  combined  are  but  a  small  fraction 
of  the  great  body  of  immigrants  who  remain  strangers  to  our 
language  and  to  American  ideals. 

The  importance  of  Americanizing  New  York  is  such  that  for 
several  years  federal,  state,  and  city  governments,  as  well  as 
public-spirited  citizens,  have  been  striving  through  the  press, 
through  mass-meetings,  posters,  appeals,  etc.,  to  induce  immi- 
grants to  attend  our  classes.  Yet  the  masses  have  not  responded. 
Why? 

Principal  Causes  for  Non- Attendance 

Hon.  Morris  E.  Siegel,  director  of  evening  schools  and  con- 
tinuation classes,  who  is,  as  a  matter  of  course,  keenly  interested 
in  the  problem,  being  present  at  a  gathering  of  the  editors  of 
foreign  language  newspapers,  asked  one  of  these:  "Why  is  it 
that  aliens  do  not  take  advantage  of  our  free  evening  classes?" 


Civic  and  Otiiee  Organizations  3243 

And  the  answer  was :  "  Because  they  do  not  understand  the 
teachers." 

This  answer  gives  the  key  to  the  situation. 

A  similar  remark  was  made  hy  a  delegate  to  a  meeting  of  the 
Council  of  Organizations  for  War  Service,  Section  on  Aliens. 
Recently  a  lady  communal  worker  told  me,  whenever  she  or  her 
friends  urge  immigrant  women  to  go  to  school  they  invariably 
receive  the  answer :  "  Why  should  we  go  to  school  ?  We  don't 
understand  anvthins;.'' 

In  my  experience  of  many  years  of  work  among  immigrants, 
I  found  them  anxious  to  gain  a  knowledge  of  our  language,  but, 
at  the  same  time,  they  were  convinced  that  this  was  beyond 
their  reach.  Manv  whom  I  had  induced  to  attend  the  night 
classes  left  them  in  despair,  saying  "  That  it  was  too  difficult, 
that  they  could  not  understand  the  explanations,  etc." 

One  of  these  disappointed  ones  said,  "  I  wanted  to  learn  to 
talk,  and  they  taught  grammar."  A  second  one  stated  that  the 
teacher  did  all  the  talking,  none  of  the  newcomers  understanding 
a  single  word.  A  porter  whom  I  asked  why  he  discontinued 
the  classes,  replied:  "I  cannot  learn  spelling."  "But,"  said  I, 
"You  may  learn  to  talk  well,  and  other  things."  He  replied, 
"  I  cannot  learn  spelling." 

Glimpses  of  the  Present  Teaching  in  Some  Classes  far  Beginners 
In  one  of  these  the  teacher  dictated  a  word  which,  he  said, 
was  the  longest  in  the  English  language.  One  pupil  wrote  it 
quickly  and  looked  proud  of  the  feat.  But  the  principal,  com- 
menting later  on  the  matter,  said:  How  futile  to  dictate  words 
which  the  pupils  will  not  use  in  many  years,  instead  of  everyday 
words  such  as  bread,  water,  door,  window."  In  another  class  for 
beginners  whose  teacher,  I  was  told,  was  very  much  liked  by  the 
pupils,  they  were  discussing  the  various  departments  of  our 
government,  and  they  all  had  started  from  the  A,  B,  C.  Of 
course,  it  was  a  small  group  of  pupils  especially  gifted.  Ordi- 
nary immigrants  could  not  pull  with  them. 

To  sum  up,  the  teaching  is  beyond  the  grasp  of  the  average 
pupil. 

Points  to  Be  Considered 
Care  for  the  blackboard. 
'No  translations  allowed. 
Maternal  method. 
Necessity  of  teaching  to  talk. 


3244     Citizf:nsiiip  Training  in  the  State  of  New  Yokk 

Difficulty  of  our  spelling. 

Eopetition  is  mother  of  acquisition. 

The  Goodjear  school  for  immigrants. 

Continuous  admissions. 

Personal  attention  outside  the  school. 

The  ideal  teacher  for  beginners. 

Teachers'  salaries. 

Supervisors. 

Conclusion. 

Care  for  the  Backward 

A  principal  to  whom  I  made  the  remark  that  teachers  of  the 
classes  for  beginners  seemed  to  take  greater  interest  in  the  more 
advanced  pupils,  replied,  "  This  is  quite  natural.  In  the  day 
classes  also  we  take  greater  interested  in  the  more  advanced 
pupils."  This  tendency  may  be  quite  natural,  but  it  is  not  peda- 
gogic, and  it  cannot  work  with  immigrants.  We  ought  to  bear 
in  mind  that  the  intelligence  and  capacity  of  a  class  must  be 
measured  by  its  dullest  pupil.  Our  evening  class  teachers  may 
well  emulate  the  example  of  Francois  Arago,  a  popular  professor 
of  astronomy,  who  flourished  in  Paris  during  the  last  century. 
His  pupils  belonged  to  all  walks  of  life,  and  were  of  all  ages. 
He  would  fix  his  eyes  on  the  dullest  face  in  the  audience,  and  keep 
on  repeating  and  repeating  his  argument  in  various  words  and 
forms,  so  that  nobody  tired,  and  he  would  not  let  go  till  that  very 
dull  face  lit  up  with  understanding. 

The  practical  teacher  will  make  his  lesson  accessible  to  the 
most  limited,  remembering  that  what  the  country  demands  is  tlie 
Americanization  of  the  masses.  The  select  ones  can,  after  all, 
take  care  of  themselves.  Pie  is  a  successful  teacher  who  is  able 
to  keep  all  his  pupils.  When  necessary  he  will  recommend  the 
brightest  pupils  for  a  higher  class,  but  he  will  keep  the  back- 
ward till  they  are  all  promoted.  He  knows  that  one  defaulting 
[Mipil  will  spread  discouragement  among  many. 

No  Translations  Allowed 

Teachers  of  classes  of  beginners  address  their  pupils  in  Eng- 
lish, assuming  as  a  matter  of  course  that  they  are  understood, 
which  is  not  the  case  with  real  beginners.  How  then  could  a 
teacher  make  himself  understood   by   such  pupils?     The   latter 


Civic  and  0th icr  Organizations  3245 

would  like,  naturally,  to  have  every  word  translated  into  their 
own  tongue.  But,  even  if  they  all  spoke  the  same  language,  it 
would  not  do.  (The  Board  of  Education,  with  good  ground, 
debars  any  translation.)     Very  happily,  nature  shows  the  way. 

The  Maternal,  Method 

It  is  by  appeal  to  the  visual  sense.  The  teacher  shows  a  few 
familiar  objects,  and  names  them;  then  he  proceeds  with  each 
object  separately,  and  asks  his  pupils  to  show  it;  then  again  he 
shows  an  object  and  asks  one  of  the  pupils  to  name  it.  The  same 
process  applies  to  movements  and  actions,  both  being  actually 
performed.  'No  explanation  or  translation  is  needed.  The 
object,  the  movement,  the  action,  are  the  best  explanation.  ^N'ot  a 
single  abstract  word  to  be  used,  until  all  pupils  have  gained  a 
sufficiency  of  concrete  words  and  expressions. 

I  applied  this  method  in  schools  attended  by  pupils  of  various 
ages  and  of  different  races,  some  of  them  very  limited,  and  found 
it  most  efficient.  But  this  method  requires  preparation.  After 
thirty  years  of  constant  practice  I  never,  to  the  end,  presented 
myself  to  a  class  without  having  prepared  my  lesson. 

Necessity  of  Teaching  to  Talk 
What  immigrants  need  most  to  learn  is  to  talk,  to  communicate 
with  their  American  neighbors.  Progress  in  other  matters  will 
be  scarcely  noticed,  while  in  talking  the  results  will  be  immediate. 
The  i^upil  will  feel  proud  to  be  able  to  speak  a  few  words,  and  this 
will  encourage  him  to  continue  the  attendance.  But  I  repeat, 
to  teach  a  vocabulary  without  showing  the  objects  or  actions  rep- 
resented, is  as  teaching  a  craft  without  tools.  What  a  flood  of 
words  to  explain  the  meaning  of  "  potato,"  and  many  pupils  will 
not  grasp  it.  All  this  trouble  may  be  averted  by  exhibiting  the 
tuber  itself. 

The  importance  of  oral  exercises  is  such  that  the  teacher  had 
better  devote  to  them  the  greatest  part  of  his  time.  But  they 
are  beneficial  only  in  the  measure  that  attention  of  the  pupils 
is  kept  on  the  alert,  which  may  be  obtained  by  interspersing  them 
with  reading,  writing,  or  a  little  drill.  The  drill  is  the  more  com- 
mendable, as  many  pupils,  the  kind  of  pupils  we  would  like  to 
attract,  work  hard  during  the  day  and  come  to  school  after  a 
hearty  supper. 


3246     Citizenship  Training  in  the  State  of  Xew  York 

Difficulty  of  Our  Spelling 
Spelling  being  a  difficulty  more  peculiar  to  the  English  lan- 
guage, instead  of  making,  from  the  start,  a  display  of  this  diffi- 
culty, as  I  saw  it  in  more  than  one  class  for  beginners,  would 
it  not  be  better  to  go  in  by  degrees  ?  Write  syllables  and  words 
in  which  the  vowels  have  their  initial  sound.  After  a  while  show 
them  syllables  and  words  where  the  vowels  change  their  sounds. 
In  this  as  in  other  matters,  it  is  proper  to  go  from  the  simple 
to  the  complex. 

Repetition  is  the  Mother  of  Acquisition 
In  School  ISTo,  160,  I  was  present  at  the  first  lesson  of  a  very 
young  teacher,  in  fact  a  debutante,  Miss  Dubin.  From  the  start 
Miss  Dubin  showed  that  she  possessed  the  art  of  inculcating  her 
teaching  into  the  most  fickle  and  fleeting  minds.  She  wrote  and 
read  a  few  familiar  words  and  short  sentences  and  had  them  keep 
on  repeating  and  repeating,  now  by  individuals,  now  by  the 
whole  class. 

The  Goodyear  School  for  Immigrants 
Something  in   line  with   the  foregoing   suggestions  has  been 
used  at  the  factory  school  of  the  Goodyear  Rubber  Company, 
at  Akron,  Ohio. 

We  read  in  the  Americanization  bulletin  of  December  1,  1918: 
"  The  beginners  are  given  a  series  of  lessons  in  which  they  are 
taught  the  names  of  the  more  common  objects  surrounding  them 
in  everyday  life,  the  adjectives  used  in  an  ordinary  conversation, 
and  such  verbs  as  are  necessary  to  express  their  ideas  and  daily 
activities." 

Not  the  biggest  words,  nor  synonyms,  are  taught  in  this  school. 
Its  teaching  consists  mainly  of  the  commonplace,  laying  stress 
on  the  spoken  word.  And  what  has  been  the  result  ?  Instead  of 
classes  gradually  reduced,  or  discontinued,  we  read  further:  "  The 
classes  which  were  first  instituted  for  aliens  alone  (over  nine 
hundred)  were  later  opened  for  all  men  in  the  factory. 

Continuous  Admissions  Impair  a  Class 

Another  obstacle  to  the  success  of  the  evening  classes  has  been 

the  continuous  admission  of  new  pupils.     It  is  impossible  to  take 

proper  care  of  a  class  in  full  swing,  and,  at  the  same  time  give 

enough  attention  to  the  newcomers.     These  feel  slighted,  quit, 


Civic  and  Other  ORGANizATioisrs  3247 

jnd  decry  tlie  school.  A  way  out  of  it  would  be  to  let  the 
heginners  wait  until  a  new  class  is  formed.  Being  in  the  wait- 
ing line  would  rather  enhance  the  school  in  the  eyes  of  the 
candidates. 

Personal  Attention  Outside  of  the  School 

A  Philadelphia  friend  writes :  "  I  spoke  to  a  lady  in  this  city 
who  is  a  teacher  and  volunteered  to  do  Americanization  work 
among  women.  She  reports  a  great  deal  of  interest  on  the  part 
of  her  class,  and  her  attendance  was  good  from  beginning  to  end. 
One  day  last  winter  when  the  weather  was  so  bad  that  she  believed 
no  woman  would  be  there,  she  found,  on  telephoning,  that  a  very 
fair  number  had  come.  A  most  important  element  in  her  success 
was  personal  attention  outside  the  school.  This  teacher  had  made 
it  a  business  to  keep  in  touch  with  her  "  pupils  "  not  only  during 
the  school  year,  but  during  the  summer  months.  She  continually 
sent  all  the  members  of  her  class  postal  cards  from  the  various 
points  she  visited  on  her  vacation. 

The  same  important  feature  of  personal  attention  was  made 
clear  to  me  in  a  talk  I  had  with  a  lady  of  Baltimore,  who  has 
charge  of  the  Women's  Council  of  Americanization  work  among 
women.  She  told  me  that  unless  the  Council  kept  in  touch  with 
the  class  members,  the  attendance  dropped  off.  She  added  that 
one  of  her  first  jobs  on  getting  back  to  Baltimore  will  be  to  visit 
every  member  of  her  classes,  to  see  about  getting  them  to  return. 

The  ideal  teacher  for  beginners  knows  that  he  has  to  deal  with 
raw  material,  with  persons  totally  ignorant  of  our  language,  of 
our  manners  and  customs,  of  our  life  and  ideals.  However,  he 
limits  himself  strictly  to  teach  them,  first  of  all,  to  talk  and  to 
understand  our  language.  He  discerns  among  his  pupils  those 
who  are  slow  to  grasp.  For  them  he  makes  his  teaching  acces- 
sible, and  this  benefits  all  the  pupils.  Each  lesson  is  carefully 
prepared,  together  with  the  objects  and  pictures  to  illustrate  it. 
Every  day  he  puts  down  in  a  notebook  that  which  he  will  teach  in 
the  evening. 

Faithful  to  the  visualizing  method,  he  starts  his  course  with 
the  most  familiar  words,  those  representing  objects  which  he  can 
actually  show.  Every  word  is  materialized,  nothing  left  to  guess. 
He  enlivens  the  lessons  by  exercises  relating  to  pupils'  peculiar- 
ities. For  tailors  he  exhibits  thread,  needles,  shears,  thimbles. 
Out  of  consideration  for  Italians,  he  shows  macaroni,  spaghetti, 


3248     Citizenship  Training  in  the  State  of  Xew  York 

raw  and  pickled  lupines,  raw  and  roasted  beans.  Before  and 
after  the  lesson  he  has  a  special  talk  with  one  or  the  other  pupil, 
in  his  own  language,  directly  or  through  an  interpreter.  But 
during  the  class  only  English  must  be  heard. 

Pupils'  absence  due  to  illness  or  holidays  will  furnish  him 
opportunities  for  visiting  their  homes  and  making  the  acquaint- 
ance of  their  relatives  and  friends,  who  may  eventually  join  the 
class.  This  friendship  may  be  continued  even  after  the  pro- 
motion of  the  pupils,  who  may  become  the  natural  propagandists 
of  the  school.  Teachers  and  pupils  will  thus  be  the  members  of 
a  well  united  and  always  growing  family,  carrying  to  success  the 
work  of  Americanization. 

Teachers'  Salaries 

It  is  sadly  true  that  teachers'  remuneration  is  very  paltry,  and 
radicals  do  not  fail  to  point  out  that  if  the  city  has  not  enough 
to  square  starving  wages,  it  has  plenty  for  the  fat  salaries  of  high 
officials.  Why  are  teachers  neglected?  There  is  a  long  way 
from  a  teacher's  pay  to  that  of  a  bricklayer.  Yet  is  there  any 
craft  or  profession  presenting  such  an  arduous  task  as  to  deal  with 
unruly  children  or  uncouth  immigrants?  Is  there  any  mission 
which  can  compare  with  that  of  moulding  our  children  and  our 
aliens  into  intelligent,  law-abiding  and  patriotic  citizens? 

It  is  humiliating  to  our  democracy  that  college  professors  have 
seen  fit  to  seek  protection  in  unionism.  Teachers  have  not  fol- 
lowed their  example,  bmt  they  have  been  quitting,  with  the  result 
that  numbers  of  classes  have  been  amalgamated  to  the  detriment 
of  the  pupils,  and  other  classes  have  been  totally  discontinued. 

The  great  problem  of  the  Americanization  of  the  masses  is  at 
stake.  Success  in  this  patriotic  endeavor  can  come  only  through 
the  evening  class  teachers,  more  especially  the  teachers  of  the 
classes  for  beginners.  Since  the  application  of  the  right  method 
entails  sacrifices  of  time  and  money,  these  teachers  should  receive 
an  adequate  salary,  so  that  teaching  in  the  evening  classes,  instead 
of  being  a  side  income,  or  a  makeshift,  would  be  an  honorable  and 
remunerative  calling,  worthwhile  devoting  all  of  one's  energies 
to  it. 

Supervisors 

It  is  then  essential  that  supervisors  visit  very  frequently  the 
evening  classes,  particularly  those  for  beginners,  compare  the 
results,  and  secure  proper  awards  for  efficiency. 


Civic  axd  Otiikr  Organizations  3249 

Conclusion 

The  Americanization  of  immigrants,  the  making  of  each  one 
of  them  a  part  of  our  body,  instead  of  a  thorn  in  our  flesh,  an 
asset  instead  of  a  menace,  lies  in  this:  the  proper  treatment  of 
the  teaching  staff  of  our  evening  schools.  ISTo  sacrifice  is  too 
great  to  reach  this  end. 

We  appeal  to  municipal,  state,  and  federal  authorities,  as  well 
as  to  organizations  and  citizens,  interested  in  Americanizing 
'New  York,  to  take  this  problem  in  hand.  The  right  solution 
will  help  us  to  prepare  a  body  of  citizens  so  moulded  as  to  become 
a  bulwark  against  foreign  aggression,  and  against  the  more 
dangerous  enemy,  the  enemy  within  our  gates. 

35.  The  National  Security  League,  19  West  44th  street,  New  York 
City: 

The  ]^ational  Security  League  is  a  non-political,  non-partisan 
league  of  American  men  and  women  who  are  working  to  promote 
patriotic  education  and  to  spread  American  ideals. 

Honorary  president,  Elihu  Root,  New  York. 

(N'ote. — Joseph  H.  Choate  was  honorary  president  from  the 
date  of  the  organization  of  the  League  until  his  death,  May  14, 
1917.) 

Honorary  vice-president,  x\lton  B.  Parker,  New  York. 

President,  Charles  E.  Lydecker,  Xew  York. 

Vice-presidents,  S.  (Stanwood  Menken,  New  York;  George 
Wharton  Pepper,  Philadelphia;  Willett  M.  Spooner,  Milwaukee; 
Luke  E.  Wright,  Memphis;  Myron  T.  Herrick,  Cleveland, 

Secretary,  Charles  D.  Orth,  New  York. 

Treasurer,  Alexander  J.  Hemphill,  New  York. 

Executive  secretary,  Henrv  L.  West,  New  York. 

Educational  director,  Robert  McNutt  McElroy,  New  Jersey. 

Director  of  Speaker's  Squadrons,  William  B.  Dwight,  New 
York. 

Organizntion  Committee  for  Constitutional  Canipaig^i  and 
Celebration. —  David  Jayne  Hill,  chairman;  Robert  McNutt 
McElroy,  secretary;  Edgar  A.  Bancroft,  Chicago;  William 
Koscoe  Thayer,  Cambridge,  Mass.;  Charles  J.  Bonaparte,  Balti- 
more ;  William  L.  Harding,  Des  Moines ;  John  ^[.  Parker,  New 
Orleans;  W.  W.  Willoughby,  Baltimore;  Louis  Annin  Ames, 
Sons    of    the    American    Revolution;     ^Nlrs.    George     Thatcher 


8250     Citizenship  Tkaiis'ing  in  the  State  of  Xew  York 

Guernsey,  ISTational  Society  Daughters  of  the  American  Revolu- 
tion; Henry  C.  Quinby,  American  Defense  Society;  George 
Haven  Putnam,  American  Rights  League;  Colin  H.  Livingstone, 
Boy  Scouts  of  America;  Gaillard  Hunt,  Sons  of  the  Revolution; 
David  Jayne  Hill,  National  Association  for  Constitutional  Gov- 
ernment; Charles  E.  Lydecker,  ISTational  Security  League;  S. 
Stanwood  Menken,  National  Security  League. 

In  an  interview  with  a  representative  of  the  Committee,  Miss 
Etta  Y.  Leighton  gave  the  following  information  in  regard  to  the 
League: 

"  The   National  Security  League  was  begun   about   five 
years  ago  —  when  all  the  talk  started  about  preparedness. 
"  We  carry  on  work  in  teachers'  magazines  to  give  pub- 
licity to  our  work. 

"  The  National  Security  League  believes  that  the  instilling 
of  American  ideals  is  the  important  phase  of  the  work  of 
Americanization.  The  English  language  and  civics  may 
be  taught  by  schools,  but  the  instilling  of  ideals  is  something 
which  needs  the  co-operation  of  the  community.  We  have 
an  Americanization  leaflet  for  everyone  who  inquires  about 
the  subject  of  Americanization. 

"We  met  opposition  to  the  word  'Americanization'  in 
Washington,  but  I  believe  in  it.  The  Americanization 
workers  have  an  idea  that  'Americanization '  is  akin  to  Prus- 
sianization  and  they  have  an  idea  that  foreigners  don't  like 
the  thought  that  they  are  being  'Americanized.'  The  differ- 
ence between  Prussianization  and  Americanization  is  similar 
to  feeding  a  man  poison  and  feeding  him  food  —  the  process 
is  the  same  but  the  material  is  different.  If  American 
ideals  are  worth  holding  to  they  are  worth  passing  on. 
Foreigners  want  to  become  Americans.  The  whole  difficulty 
is  a  matter  of  definition.  I  don't  believe  in  telling  a  man 
to  give  up  his  language.  He  should  simply  add  ours.  Even 
years  of  study  will  not  let  a  foreigner  express  himself  ade- 
quately in  English.  Therefore,  as  far  as  I  can  see  into  the 
future,  we  shall  need  a  foreign  press.  I  have  worked  with 
thirty-nine  different  nationalities.  There  are  representatives 
of  every  nationality  so  thoroughly  American  that  they  would 
be  glad  to  form  an  advisory  board  to  supervise  the  foreign 
press.  If  we  censor  the  foreign  press  we  should  censor  the 
English  press. 


Civic  and  Othek  Organizations  3251 

"'Since  we  have  adopted  the  work  Americanization  it  seems 
as  if  we  are  trying  to  give  the  foreigner  something  that  he 
doesn't  want.  Before  it  seemed  that  he  wanted  what  we 
had  to  give  him.  A  great  many  of  the  foreigners  among 
us  are  here  for  the  good  they  can  bring  out  of  themselves. 
Some  are  here  for  material  ends,  but  underneath  there  are 
other  ideals  —  that  is,  with  most  of  them.  Foreigners  do 
not  like  patronage.  Patronizing  cannot  hold  them.  The 
average  social  worker  so  completely  overestimates  the  old 
country  to  get  in  touch  with  the  newcomer  that  she  loses  out 
with  him.  Why  should  he  change,  he  thinks,  if  everything 
is  so  fine  back  there  ? 

'  There  are  people  who  cannot  be  reached  through  the 
night  schools  or  home  classes,  but  can  be  reached  through 
their  relatives  in  the  grammar  and  high  schools.  The  chil- 
dren of  Xew  York  City  are  bringing  their  mothers  to  even- 
ing school.  Children  in  Lawrence,  Mass.,  solicited  their 
adult  relatives  for  citizenship  and  many  children  got  three 
or  four  citizens  to  take  out  papers.  One  kid  took  home 
pictures  and  books  to  show  his  father  and  he  'speeched' 
about  America  until  his  father  saw  that  it  was  a  '  big  country 
like  Italy.' 

"A  ISTational  Security  League  idea  is  to  give  the  teachers 
material  and  facts  and  let  them  study  them.  Hence  the 
Correspondence  Course  in  Patriotism.  The  Russians  get 
together  in  their  cafes  here  in  Xew  York  and  talk  over  the 
oppression  in  the  old  country.  There  are  some  people  that 
are  not  capable  of  becoming  citizens  of  this  country.  Some 
people  have  so  long  looked  upon  government  as  something 
that  does  something  against  them  that  it  is  hard  for  us  to 
make  them  feel  that  government  is  something  that  they 
organize  for  iheir  benefit.  I  don't  believe  in  changing  our 
governm.ent  to  suit  the  needs  of  foreigners  any  more  than 
changing  the  beliefs  of  a  church  to  suit  newcomers. 

"  We  ought  not  to  accept  foreign  ideals.  Some  American- 
ization workers  don't  believe  this. 

"  The  first  object  of  teaching  of  English  to  foreigners  is  to 
enable  them  to  serve  themselves  better  and  to  serve  their 
community  so  that  they  must  be  given  at  the  same  time 
civics  —  community  and  national  civics.  They  must  be 
made  familiar  with  American   ideals  as  expressed  in   law 


o2o2     Citizenship  Tkaikixg  ix  the  State  of  ISTew  York 

and  exj^ressed  in  custom.  Beside  teaching  the  foreigner, 
we  owe  him  the  right  hand  of  fellowship.  Therefore,  the 
community  should  assume  its  responsibility  by  planning  to 
have  in  every  civic  activity  representatives  of  the  foreign 
group.  The  foreigners  should  participate  in  public  activi- 
ties themselves. 

"  There  are  many  native-born  Americans  who  are  really 
foreigners.      I  prefer  to  call  the  foreigner  a  newcomer. 

"  The  Xational  Security  Leaone  believes  that  its  whole 
job  is  Americanization,  and  they  believe  it  can  be  done 
through  the  spoken  and  written  word.  They  believe  that 
it  must  be  wholly  non-partisan. 

"  We  have  no  reason  to  be  ashamed  of  the  word  American- 
ization. I  believe  that  a  great  deal  of  damage  is  done  by 
avoiding  the  word  Americanization."' 


A  CATECHISM  OF  THE  CONSTITUTION  OF  THE  UNITED  STATES  IN 

TWELVE  LESSONS 

By  Hekry  Litchfield  West 

First  Lesson 

Q.  What  is  the  Constitution  ? 

A.  The  Constitution  is  a  written  document  providing  a  form 
of  government  for  the  United  States. 

Q.  Who  framed  the  Constitution? 

A.  Representatives  of  the  peojjle  in  Philadelphia  in  1787. 

Q.  Who  was  the  President  of  the  Constitutional  Convention? 

A.  George  Washington. 

Q.  What  made  the  Constitution  necessary  ? 

A.  The  Articles  of  Confederation,  which  preceded  the  Con- 
stitution, were  inadequate  to  hold  the  States  together. 

Q.  Why  was  the  Constitution  adopted? 

A.  The  preamble  of  the  Constitution  declares  that  ''we,  the 
people  of  the  United  States,  in  order  to  form  a  more  perfect  union, 
establish  justice,  insure  domestic  tranquillity,  provide  for  the  com- 
mon defense,  promote  the  general  welfare  and  secure  the  blessings 
of  liberty  to  ourselves  and  our  posterity,  do  ordain  and  establish 
this  Constitution  for  the  United  States  of  America." 

Q.  How  was  the  Constitution  ratified? 


Civic  axd  Otjii:r  OuGAivizATiONs  3253 

A.  By  the  people  of  the  United  States,  acting  through  special 
conventions,  "chosen  in  each  State  by  the  people  thereof." 
Q.  When  did  it  become  effective? 
A.   On  the  first  Wednesday  in  March,  1789. 

Second  Lesson 

Q.  How  is  the  Government  divided  by  the  Constitution? 

A.  Into  three  departments  —  legislative,  executive  and  judicial. 

Q.    What  part  of  the  Constitution  deals  with  the  legislative 
department  ? 

A.  Article  I. 

Q.  What  is  the  legislative  department  of  the  Government  under 
the  Constitution? 

A.  The  Senate  and  House  of  Representatives,  known  as  the 
Congress. 

Q.  How  often  is  the  House  of  Representatives  elected? 

A.  Once  every  two  years. 

Q.  Who  elects  the  representatives  ? 

A.  The  people. 

Q.  How  is  the  number  of  representatives  determined? 

A.  The  Constitution  provides  that  the  number  of  representa- 
tives "  shall  not  exceed  one  for  every  30,000,"  and  that  the 
ratio  shall  be  changed  after  each  decennial  census.  We  now  have 
one  representative  for  each  210,000. 

Q.  What  is  the  qualification  for  a  representative? 

A,  "  No  person  shall  be  a  representative  who  shall  not  have 
attained  to  the  age  of  twenty-five  years  and  been  seven  years  a 
citizen  of  the  United  States,  and  who  shall  not,  when  elected,  be 
an  inhabitant  of  that  State  in  which  he  shall  be  chosen." 

Q.  Who  presides  over  the  House? 

A.  A  speaker  chosen  by  the  members  of  the  House. 

Q.  What  is  the  difference  between  the  terms  of  a  senator  and 
a  representative? 

A.  The  term  of  a  senator  is  for  six  vears,  and  each  State  is 
entitled  to  two  senators.  The  term  of  a  representative  is  for 
two  years. 

Q.  How  are  the  senators  chosen? 

A.  By  an  amendment  to  the  Constitution,  effective  May  31, 
1913,  United  States  senators  are  chosen  by  direct  popular  vote. 
Formerly  thev  were  chosen  by  State  legislatures. 


-& 


3254     Citizenship  Training  in  the  State  of  ]S[ew  York 

Q.  What  are  tlie  qualifications  necessary  for  a  senator  ? 
A.  "]^o  person  shall  be  a  senator  who  shall  not  have  attained 
to  the  age  of  thirty  years  and  been  nine  years  a  citizen  of  the 
United  States,  and  who  shall  not,  when  elected,  be  an  inhabitant 
of  that  State  for  which  he  shall  be  chosen." 
Q.  Who  presides  over  the  Senate? 

A.  The  Vice-President  of  the  United  States,  but  he  has  no  vote 
except  in  case  of  a  tie. 

Third  Lesson 
Q.   What  are  the  important  duties  of  the  Senate  apart  from  the 
enactment  of  laws? 

A.  The  Senate  is  empowered  under  the  Constitution  to  sit  as 
a  court  when  the  President  is  impeached  by  the  House  of  Repre- 
sentatives. When  the  President  of  the  United  States  is  tried, 
the  Chief  Justice  presides  and  no  person  can  be  convicted  with- 
out the  concurrence  of  two-thirds  of  all  the  members  present. 
The  Senate  is  also  a  part  of  the  treaty-making  power.  A  two- 
thirds  vote  of  the  senators  present  is  necessary  to  ratify  a  treaty. 
Q.  How  often  shall  Congress  assemble? 

A.  At  least  once  in  every  year  and  such  meeting  shall  be  on 
the  first  Monday  in  December  unless  they  shall  by  law  appoint 
a  different  day. 

Q.    What  constitutes  a  quorum  in  the  Senate  and  the  House? 
A.  For  ordinary  business,  a  majority. 

Q.  What  provision  is  made  in  the  Constitution  regarding 
adjournment  ? 

A.  Neither  House  during  the  session  of  Congress  shall  without 
the  consent  of  the  other  adjourn  for  more  than  three  days  nor  to 
any  place  than  that  in  which  the  two  Houses  shall  be  sitting. 
Q.  Wliat  privileges  are  accorded  senators  and  representatives? 
A.  They  shall  in  all  cases,  except  treason,  felony  and  breach  of 
peace,  be  privileged  from  arrest  during  their  attendance  at  the 
session  of  their  respective  House  and  in  going  to  and  returning 
from  the  same;  and  for  any  speech  or  debate  in  either  House 
they  shall  not  be  questioned  in  any  other  place. 

Q.  What  restriction  is  placed  upon  senators  and  representatives  ? 
A.  No  senator  or  representative  shall,  during  the  time  for 
which  he  was  elected,  be  appointed  to  any  civil  office  under  the 
authority  of  the  United  States,  which  shall  have  been  created  or 
the  salary  or  fees  whereof  shall  have  been  increased  during-  such 
time,  and  no  person  holding  any  office  under  the  United  States 
shall  be  a  member  of  either  House  during  his  continuance  in  ofiice. 


Civic  and  Other  ORGArnzATiows  3255 

Q.  What  is  the  provision  regarding  laws  taxing  the  people? 

A.  All  bills  for  raising  revenue  shall  originate  in  the  House 
of  Kepresentatives,  but  the  Senate  may  propose  or  concur  in 
amendments  as  on  other  bills. 

Q.  Is  the  action  of  Congress  final  respecting  legislation  ? 

A.  ISTo.  Under  the  Constitution  the  President  is  given  the 
power  of  vetoing  any  measure;  but  if,  after  his  veto,  both  the 
Senate  and  House  approve  the  measure  by  a  two-thirds  vote,  it 
becomes  a  law. 

Fourth  Lesson 

Q.  What  are  the  powers  of  Congress  ? 

A.  The  Constitution  includes  eighteen  paragraphs  specifying 
the  powers  of  Congress. 

Q.  What  is  the  first  provision? 

A.  To  lay  and  collect  taxes,  duties,  imposts  and  excises;  to 
pay  the  debts  and  provide  for  the  common  defense  and  general 
welfare  of  the  United  States,  but  all  duties,  imposts  and  excises 
shall  be  uniform  throughout  the  United  States. 

Q.    What  is  the  important  feature  of  this  provision? 

A.  The  levying  and  collection  of  taxes.  Before  the  Constitu- 
tion was  adopted,  there  was  no  general  government  with  power 
to  levy  and  collect  taxes,  and  the  lack  of  this  power  nearly  wrecked 
the  new  nation. 

Q.  What  is  the  second  provision? 

A.   To  borrow  money  on  the  credit  of  the  United  States, 

Q.  Has  the  power  been  frequently  exercised  ? 

A.  Yes.  The  authority  for  the  Liberty  Loan  Bond  issues, 
which  made  it  possible  for  the  United  States  to  be  supplied  with 
funds  for  the  successful  conduct  of  the  war  against  Germany,  is 
found  in  the  ten  words  of  this  second  provision.  Under  our 
Constitution,  no  money  can  be  raised  except  by  a  law  enacted 
by  the  representatives  of  the  people. 

Q.  What  is  the  third  provision? 

A.  To  regulate  commerce  with  foreign  nations  and  among  the 
several  States  and  with  the  Indian  tribes. 

Q.  What  has  been  accomplished  under  this  authority  ? 

A.  The  Inter-State  Commerce  Law;  the  Anti-Lotterv  Law; 
the  Pure  Food  and  Drug  Law;  and  other  laws  which  have  been 
of  great  value  to  the  people  have  been  enacted  under  the  pro- 
vision which  authorizes  Congress  to  regulate  commerce  between 
the  States. 


3256     Citizenship  Tkaining  ix  the  State  of  New  York 

Q.  What  other  powers  are  granted  to  Congress  ? 

A.  The  right  to  establish  uniform  naturalization  and  bank- 
ruptcy laws;  to  coin  money;  to  provide  for  the  punishment  of 
counterfeiting ;  to  establish  post-offices  and  post  roads ;  to  grant 
copyrights  and  patents  to  authors  and  inventors;  to  create  courts; 
and  define  and  punish  piracies  and  felonies  committed  on  the 
high  seas  and  offenses  against  the  law  of  nations. 

Fifth  Lesson 

Q.   Can  Congress  declare  war? 

A.  Under  the  11th  provision,  power  is  given  to  Congress  to 
declare  war.  This  means  that  the  question  of  entering  upon  war 
can  only  be  decided  by  the  vote  of  a  majority  of  the  representa- 
tives of  the  people  in  Congress  assembled. 

Q.  What  is  the  power  of  Congi-ess  concerning  the  military  and 
baval  forces  ? 

A.  Congress  has  the  power  to  raise  and  support  armies,  but 
no  appropriation  of  money  to  that  use  can  be  made  for  a  longer 
term  than  two  years.  This  provision  makes  it  impossible  to 
impose  a  permanent  standing  army  upon  the  j^eople  of  the  United 
States.  Congress  is  also  given  power  to  provide  and  maintain 
a  navy;  to  make  rules  for  the  government  and  regulation  of  the 
land  and  naval  forces  and  to  provide  for  calling  forth  the  militia 
to  execute  the  laws  of  the  Union,  suppress  insurrections  and  repel 
invasions.  Congress  may  also  provide  for  organizing,  arming 
and  disciplining  the  militia,  and  for  governing  such  parts  of  them 
as  may  be  employed  in  the  service  of  the  United  States,  although 
the  States  are  given  the  right  to  appoint  officers,  and  to  train  the 
militia  according  to  the  discipline  prescribed  by  Congress. 

Q.  What  does  the  Constitution  say  about  the  writ  of  habeas 
corpus  ? 

A,  It  is  provided  in  the  Constitution,  under  section  9,  that  the 
privilege  of  the  writ  of  habeas  corpus  shall  not  be  suspended 
unless  when,  in  case  of  rebellion  or  invasion,  the  public  safety 
may  require  it. 

Q.  What  is  the  meaning  of  ''the  writ  of  habeas  corpus?" 

A.  This  is  a  legal  phrase  through  the  application  of  which  an 
appeal  can  be  made  to  the  courts  and  unconstitutional  or  illegal 
detention  of  prisoners  prevented.  In  other  words,  the  courts 
through  appeal  to  this  writ,  can  protect  citizens  against  the  exer- 
cise of  unwarranted  authority. 


Civic  axd  Other  OrCxAnizations  3257 

Sixth  Lessojt 

Q.  What  is  i!he  meaning  of  the  provision  of  the  Constitution 
''  Xo  bill  of  attainder  or  ex  post  facto  law  shall  be  passed  ? " 

A.  A  bill  of  attainder  is  an  act  taking  away  the  civil  rights  of 
a  person  condemned  to  death.  Any  law  of  this  character  is 
impossible  under  the  American  Constitution.  The  prohibition 
against  an  ex  post  facto  law  means  that  laws  cannot  be  made  to 
operate  backwards. 

ISToTE. —  It  is  fully  settled  that  the  term  "ex  post  facto,"  as 
used  in  the  Constitution,  is  to  be  taken  in  a  limited  sense  as  refer- 
ring to  criminal  or  penal  statutes  alone,  and  that  the  policy,  the 
reason,  and  the  humanity  of  the  prohibition  against  passing 
ex  post  facto  laws  do  not  extend  to  civil  cases;  to  cases  that  merely 
affect  the  private  property  of  citizens.  Some  of  the  most  neces- 
sary acts  of  legislation  are,  on  the  contrary,  founded  upon  the 
principles  that  private  rights  must  yield  to  public  exigencies, 
8  Wheat,  89 ;  3  Story  Constitution,  212. 

Q.  Is  an  export  tax  constitutional  ? 

A.  Xo;  because  the  Constitution  specifically  says  that  no  tax 
or  export  duty  shall  be  laid  on  articles  exported  from  any  State. 

Q.  What  is  the  provision  relative  to  commercial  intercourse 
between  the  States? 

A.  The  Constitution  provides  that  no  preference  shall  be  given 
by  any  regulation  of  commerce  or  revenue  to  the  ports  of  one 
State  over  those  of  another,  nor  shall  vessels  bound  to  or  from 
one  State  be  obliged  to  enter,  clear,  or  pay  duties  in  another. 

Q.  What  safeguard  is  thrown  around  Government  expenditures  ? 

A.  'No  money  shall  be  drawn  from  the  treasury  unless  by  appro- 
priations made  by  law.  This  gives  the  control  of  the  national 
purse  into  the  hands  of  the  representatives  of  the  people. 

Q.  Can  the  United  Slates  ever  have  lords,  dukes,  or  other  titled 
citizens? 

A.  Xo.  The  Constitution  provides  that  no  title  of  nobility 
shall  be  gi-anted  by  the  United  States.  It  also  provides  that  no 
person  holding  any  ofHce  of  profit  or  trust  under  the  United 
States  shall  without  the  consent  of  Congress  accept  any  present, 
profit,  office,  or  title,  of  any  kind  whatever  from  any  king,  prince, 
or  foreign  state.  Owing  to  this  constitutional  provision  it  has 
been  necessary  for  Congress  to  enact  special  laws  when  citizens  of 
the  United  States  have  been  presented  with  gifts,  titles  or  decora- 
tions by  foreign  countries. 


3258     Citizenship  Training  in  the  State  of  New  Yokk 

Seventh  Lesson 

Q.  What  are  the  prohibitions  of  Congress  in  regard  to  powers 
which  may  be  exercised  by  the  States? 

A.  There  are  three  paragraphs  in  the  Constitution  relating  to 
this  subject: 

First,  no  State  shall  enter  into  any  treaty,  alliance,  or  con- 
federation, grant  letters  of  marque  and  reprisal,  coin  money, 
emit  bills  or  credit,  make  anything  but  gold  and  silver  coin  a 
tender  in  payment  of  debts,  pass  any  bill  of  attainder,  ex  post 
facto  law,  or  law  impairing  the  obligation  of  contracts,  or  grant 
any  title  of  nobility. 

Second,  no  State  shall,  without  the  consent  of  the  Congress, 
lay  any  imposts  or  duties  on  imports  or  exports,  except  what  may 
be  absolutely  necessary  for  executing  its  inspection  laws;  and  the 
net  produce  of  all  duties  and  imposts,  laid  by  any  State  on 
imports  or  exports,  shall  be  for  the  use  of  the  Treasury  of  the 
United  States;  and  all  such  laws  shall  be  subject  to  the  revision 
and  control  of  the  Congress. 

Third,  no  -State  shall,  without  the  consent  of  the  Congress, 
lay  any  duty  of  tonnage,  keep  troops  or  ships  of  war  in  time  of 
peace,  enter  into  any  agreement  or  compact  with  another  State, 
or  with  a  foreign  power,  or  engage  in  war,  unless  actually  invaded, 
or  in  such  imminent  danger  as  will  not  admit  of  delay. 

Eighth  Lesson 

Q.  To  what  does  the  second  article  of  the  Constitution  refer? 

A.  To  the  President,  his  election,  term  of  office  and  duties. 

Q.  ILow,  long  is  the  presidential  term  ? 

A.  Four  years.  The  Vice-President  is  elected  for  the  same 
period. 

Q.  Is  the  President  elected  by  the  people? 

A.  Not  directly.  Votes  are  cast  for  presidential  electors,  whose 
number  is  equal  to  the  total  number  of  senators  and  representa- 
tives in  Congress. 

Q.  How  are  electors  selected  ? 

A.  In  such  manner  as  the  legislature  of  the  State  may  direct. 

Q.  What  are  the  restrictions  concerning  electors  ? 

A.  No  senator  or  representative  or  person  holding  an  office  of 
trust  or  profit  under  the  United  States  can  be  an  elector. 

Q.  IIow  do  electors  choose  a  President  and  Vice-President? 

A.  They  meet  in  their  respective  States  and  cast  their  votes 
for  the  candidates.     Their  certificates  are  sent  to  the  President  of 


Civic  and  Other  Organizations  3259 

the  Senate  who,  in  the  presence  of  the  Senate  and  the  House  of 
Representatives,  opens  the  certificates  and  the  votes  are  counted. 
Candidates  must  have  a  majority  of  the  electoral  votes  to  be 
elected. 

Q.  What  happens  if  no  candidate  receives  a  majority  of  'he 

votes  ? 

A.  In  that  ease  the  House  of  Kepresentatives  proceeds  to  ballot 
for  President,  the  representation  from  each  State  being  entitled 
to  one  vote. 

Q.  Why  do  the  presidential  electors  meet  on  the  same  day  in 
all  States  ? 

A.  Because  the  Constitution  so  directs. 

Q.  What  are  the  qualifications  for  the  presidency? 

A.  A  President  must  be  one  born  in  the  United  States,  must 
be  at  least  thirty-five  years  of  age,  and  a  resident  of  this  country 
for  fourteen  years. 

Q.  What  oath  does  the  President  take  ? 

A.  His  oath  is  in  these  words:  "I  do  solemnly  swear  (or 
affirm)  that  I  will  faithfullv  execute  the  duties  of  President  of 
the  United  States,  and  will,  to  be  best  of  my  ability,  preserve, 
protect  and  defend  the  Constitution  of  the  United  States." 

Q.  Wliat  are  the  principal  duties  of  the  President  as  specified 
by  the  Constitution  ? 

A.  He  is  the  commander-in-chief  of  the  army  and  navy.  With 
the  advice  and  consent  of  the  Senate  he  appoints  ambassadors, 
consuls,  judges  and  other  federal  officers,  and  he  grants  reprieves 
and  pardons  for  offenses  against  the  United  States,  except  in 
cases  of  impeachment.  He  can  convene  Congress  in  extraordinary 
session  and  is  directed  to  give  Congress  from  time  to  time  infor- 
mation on  the  state  of  the  Union.  He  is  also  given  power  to 
make  treaties,  "  by  and  with  the  advice  and  consent  of  the  Senate," 
provided  two-thirds  of  the  Senators  present  concur. 
Q.   Can  the  President  be  removed  from  office  ? 

A.  Yes;  if  he  is  impeached  and  convicted  of  treason,  bribery 
or  other  high  crimes  and  misdemeanors. 

Ninth  Lesson 

Q.  What  are  the  provisions  of  the  Constitution  relative  to  the 
judicial  power? 

A.  The  judicial  power  is  vested  in  one  Supreme  Court  and  in 
inferior  courts.  The  judges  are  appointed  by  the  President  and 
hold  their  offices  during  good  behavior. 


3260     Citizenship  Training  in  the  State  of  New  York 

Q.  What  are  the  powers  and  jurisdictioii  of  the  federal  courts  ? 
A.  The  Constitution  provides  that  the  judicial  power  shall 
extend  to  all  cases,  in  law  and  equity,  arising  under  the  Constitu- 
tion, the  laws  of  the  United  States,  and  treaties  made,  or  which 
shall  be  made,  under  their  authority;  to  all  cases  affecting 
ambassadors,  other  public  ministers,  and  consuls;  to  all  cases  of 
admiralty  and  maritime  jurisdiction;  to  controversies  to  which 
the  United  States  shall  be  a  party;  to  controversies  between  two 
or  more  States;  between  citizens  of  different  States;  between 
citizens  of  the  same  State  claiming  lands  under  grants  of  different 
States;  and  between  a  State,  or  the  citizens  thereof,  and  foreign 
States,  citizens  or  subjects. 

Q.  What  is  accomplished  by  granting  this  power? 
A.  It  means  that  the  Supreme  Court  of  the  United  States  is 
made  the  high  guardian  of  the  Constitution  so  that  the  humblest 
citizen  can  appeal  for  justice  when  any  law  is  enacted  or  any  act 
committed  in  violation  of  his  constitutional  rights. 
Q.  What  is  treason  against  the  United  States  ? 
A.   Treason  aMinst  the  United  States  consists  onlv  of  levying 
war  against  them,  and  in  adhering  to  their  enemies,  giving  them 
aid  and  comfort.      JvTo  person  can  be  convicted  of  treason  unless 
upon  the  testimony  of  two  witnesses  to  the  same  overt  act  or  upon 
confession  in  open  court. 

Q.  What  authority  fixes  the  punishment  for  treason? 
A.  Congress. 

Q.  Do  all  citizens  of  all  the  States  stand  upon  the  same  basis  ? 
A.  Yes.  The  citizens  of  each  State  are  entitled  to  all  privileges 
and  immunities  of  citizens  of  the  several  States.  Persons  charged 
with  treason,  felony,  or  other  crime  cannot  escape  justice  by 
fleeing  from  one  State  to  another,  but,  upon  demand,  must  be 
given  up. 

Q.  What  are  the  States  guaranteed  ? 

A.  A  republican  form  of  government  and  protection  against 
invasion;  and  on  application  of  the  legislature  or  of  the  executive, 
when  the  legislature  cannot  be  convened,  against  domestic  violence. 
Q.   Can  the  Constitution  be  amended? 

A,  Yes.     Amendments  must  be  adopted  by  two-thirds  of  both 
the  iSenate  and  the  House  of  Representatives  and  then  ratified  by 
the  legislatures  or  by  conventions  of  three-fourths  of  the  States. 
Q.   Is  this  the  only  method  ? 


Civic  and  Other  Organizations  3261 

A.  No.  On  the  application  of  the  legislatures  of  two-thirds  of 
the  several  States,  Congress  shall  call  a  convention  for  the  pur- 
pose of  proposing  amendments,  but  this  plan  has  never  been  used. 

Q.  Is  the  Constitution  supreme  ? 

A.  Yes.  Any  State  Constitution  or  law  in  violation  of  any  of 
the  provisions  of  the  Federal  Constitution  is  illegal. 

Q.   Is  a  religious  test  required  as  a  qualification  for  office? 

A.  No.  The  Constitution  expressly  provides  that  no  religious 
test  shall  be  required. 

Tenth  Lesson 

Q.  How  many  amendments  have  been  made  to  the  Constitution  ? 

A.  Eighteen. 

Q.  What  is  the  distinctive  feature  of  the  first  ten  ? 

A.  Immediately  after  the  Constitution  had  been  adopted  it 
was  felt  that  it  lacked  sufficient  safeguards  for  the  protection  of 
the  individual  citizen.  These  safeguards  were  incorporated  in 
the  first  ten  amendments,  which  are  popularly  known  as  "  the 
bill  of  rights." 

Q.  What  are  the  important  provisions  of  these  ten  amendments  ? 

A.  The  first  provides  that  Congress  shall  make  no  law  respect- 
ing an  establishment  of  religion  or  prohibiting  the  free  exercise 
thereof,  or  abridging  the  freedom  of  speech  or  of  the  press,  or  of 
the  right  of  the  people  peaceably  to  assemble  and  petition  the 
government  for  a  redress  of  grievances.  The  second  declares  that 
the  right  of  the  people  to  keep  and  bear  arms  shall  not  be 
infringed;  and  the  third  protects  householders  from  having 
soldiers  forcibly  quartered  upon  them  in  time  of  peace,  or  in 
time  of  war  except  in  a  manner  prescribed  by  law. 

Q.  What  other  safeguards  are  provided  ? 

A.  The  Fourth  Amendment  provides  that  the  right  of  the 
people  to  be  secure  in  their  persons,  houses,  papers  and  effects 
against  unreasonable  searches  and  seizures  shall  not  be  violated, 
and  no  warrants  shall  issue  but  upon  probable  cause,  duly  s^vorn 
to,  and  particularly  describing  the  place  to  be  searched  and  the 
persons  or  things  to  be  seized. 

Eleventh  Lesson 
Q.  "\^Tiat  protection  is  given  to  a  person  accused  of  crime  ? 
A.  Xo  person,  except  one  serving  in  the  land  or  naval  forces 
or  the  militia  in  time  of  war  or  public  danger,  can   be  held  to 


5262     Citizenship  Training  in  the  State  of  ISTew  York 

answer  for  a  capital  or  other  infamous  crime  unless  on  a  present- 
ment or  indictment  of  a  grand  jury.  ISTo  person  can  be  twice 
put  in  jeopardy  of  life  and  limb  for  the  same  offense.  'No  one 
in  a  criminal  case  can  be  compelled  to  be  a  witness  against  him- 
self, nor  be  deprived  of  life,  liberty  or  property  without  due 
process  of  law.  Private  property  cannot  be  taken  for  public  use 
without  just  compensation. 

Q.  Is  the  right  to  speedy  trial  guaranteed? 

A,  The  Sixth  Amendment  expressly  states  that  in  all  criminal 
prosecutions  the  accused  shall  enjoy  the  right  to  a  speedy  and 
public  trial,  by  an  impartial  jury,  and  to  be  informed  of  the 
nature  and  cause  of  the  accusation.  He  is  entitled  to  be  con- 
fronted with  the  witnesses  against  him,  to  be  allowed  to  compel 
the  attendance  of  witnesses  in  his  favor,  and  to  have  the  assistance 
of  counsel  for  his  defense. 

Q.  Is  the  right  of  trial  by  jury  also  assured  ? 

A.  Amendment  Seven  preserves  the  right  of  trial  by  jury; 
and  Amendment  Eight  provides  that  excessive  bail  shall  not  be 
required  nor  excessive  fines  imposed,  nor  cruel  and  unusual  pun- 
ishment inflicted. 

Q.  What  are  the  provisions  of  the  Ninth  and  Tenth 
Amendments  ? 

A.  The  Ninth  Amendment  declares  that  "  the  enumeration  in 
the  Constitution  of  certain  rights  shall  not  be  construed  to  deny 
or  disparage  others  retained  by  the  people ; "  and  the  Tenth 
reserves  to  the  States  respectively,  or  to  the  people,  the  powers 
not  delegated  to  the  United  States  by  the  Constitution,  nor  pro- 
hibited by  it  to  the  States. 

Q.  What  are  Amendments  Eleven  and  Twelve? 

A.  The  Eleventh  construes  the  judicial  power  of  the  United 
States,  and  the  Twelfth  gives  in  detail  the  manner  of  choosing 
the  President  and  Vice-President. 

Twelfth  Lesson 

Q.  What  is  the  important  provision  of  the  Thirteenth 
Amendment  ? 

A.  It  abolishes  slavery  in  the  United  States. 

Q.  How  does  the  Constitution  compel  the  States  to  deal  justly 
with  their  citizens  ? 

A.  The  Fourteenth  Amendment  forbids  the  States  making  or 
enforc-ing  any   laws   abridging  the  privileges   or   immunities   of 


Civic  and  Other  Organizations  3263 

citizens,  or  depriving  any  person  of  life,  liberty  or  property  with- 
out due  process  of  law  or  denying  to  any  person  the  equal  pro- 
tection of  laws. 

Q.  How  is  the  freedom  of  the  ballot  preserved  ? 

A.  In  the  Fifteenth  Amendment  it  is  provided  that  the  right 
of  citizens  of  the  United  States  to  vote  shall  not  be  denied  or 
abridged  by  the  United  States  or  by  any  State  on  account  of  ra?e, 
color,  or  previous  condition  of  servitude. 

Q.  When  and  why  were  the  Fourteenth  and  Fifteenth  Amend- 
ments adopted  ? 

A.  They  were  adopted  just  after  the  end  of  the  Civil  War  and 
were  designed  to  protect  the  negroes  who  had  been  granted  free- 
dom and  citizenship.  Their  broad  provisions,  however,  apply 
to  the  people  of  every  race  who  become  citizens  of  this  republic. 

Q.  Are  individual  incomes  now  taxed  ? 

A.  Yes;  because  the  Sixteenth  Amendment,  proclaimed  Feb- 
ruary 25,  1913,  authorizes  taxes  to  be  levied  and  collected  upon 
incomes. 

Q.  Why  was  this  amendment  adopted? 

A.  Because  the  original  Constitution  declared  that  "  no  capita- 
tion or  other  direct  tax  shall  be  laid,"  unless  in  proportion  to  the 
population.  When  an  income  tax  law  enacted  by  Congress  was 
declared  unconstitutional  by  the  Supreme  Court  of  the  United 
States,  the  people  amended  the  Constitution. 

Q.  Are  United  States  Senators  now  elected  by  direct  popular 
vote? 

A.  As  previously  stated,  the  Seventeenth  Amendment,  ratified 
May  31,  1913,  provides  for  the  election  of  United  States  Senators 
by  direct  popular  vote. 

Q.  What  is  the  Eighteenth  and  last  amendment  ? 

A.  It  is  known  as  the  prohibition  amendment.  It  provides 
that  one  year  after  its  ratification  "  the  manufacture,  sale  or  trans- 
portation of  intoxicating  liquors  within,  the  importation  thereof 
to,  or  the  exportation  thereof  from,  the  United  States  and  all  ter- 
ritory subject  to  the  jurisdiction  thereof,  for  beverage  purposes, 
is  hereby  prohibited."  This  amendment  has  been  ratified  by  the 
legislatures  of  three-fourths  of  the  States  and  will  take  efi^ect  on 
January  16,  1920. 

Q.  What  is  the  second  section  of  this  amendment? 

A.  "  The  Congress  and  the  several  States  shall  have  concurrent 
power  to  enforce  this  article  by  appropriate  legislation." 


3264     CinzENSHip  Teaixing  in  the  State  of  jSTew  Yokk 

Q.  What  lesson  is  to  be  learned  from  these  amendments  ? 

A.  That  the  Constitution  is  not  an  arbitrary,  unchangeable 
document,  but  can  be  adapted  to  meet  new  conditions  whenever 
the  people  so  decide. 

Q.  Why  should  the  Constitution  be  upheld  ? 

A.  Because  under  its  wise  provisions  the  United  Stales  has 
developed  into  a  great  nation  of  happy  and  prosperous  people; 
because  it  contains  sacred  guarantees  of  protection  for  the  indi- 
vidual ;  and  because  it  affords  freedom  and  opportunity  for  every 
citizen,  whether  native-born  or  naturalized.  American  citizen- 
ship securely  rests  upon  its  firm  foundation. 

The  Record  of  a  Catechism 
}¥hat  It  Has  Done  and  Is  Doing 
Ahraliam  Lincoln  Said: 

"How  shall  we  fortify  against  lawlessness  and  mob  law? 
The  answer  is  simple.  Let  every  American,  every  lover  of 
liberty,  every  well-wisher  to  his  posterity,  swear  by  the  blood 
of  the  revolution  never  to  violate  in  the  least  particular  the 
laws  of  the  country,  and  never  to  tolerate  their  violation 
by  others.  As  the  patriots  of  seventy-six  did  to  the  support 
of  the  Declaration  of  Independence,  so  to  the  support  of 
the  Constitution  and  laws  let  every  American  pledge  his  life, 
his  property,  and  his  sacred  honor." 
The  ]S^ational  Security  League  is  giving  practical  effect  to  the 
wise  counsel  of  Abraham  Lincoln. 

One  of  the  features  of  the  nation-wide  campaign  of  the  League 
to  awaken  interest  in  the  Constitution  —  a  campaign  which 
resulted  in  the  almost  universal  celebration  of  the  anniversary  of 
the  signing  of  the  Constitution  on  September  17th  —  presents  a 
convincing  illustration  of  practical  accomplishment  by  the 
organization. 

Wliy  a.  Catechism  was  Issued 

The  Constitution  is  the  foundation  of  Americanism.  Compara- 
tively few  people  know  its  provisions  thoroughly.  Its  literal  text 
is  lengthy  and  involved.  The  Catechism  contains  all  the  details 
in  the  sim})le  form  of  questions  and  answers  —  the  latter  being, 
in  practically  every  case,  the  language  of  the  Constitution,  l)ut 
presented  in  brief,  easily  read  and  easily  understood  paragraphs. 
The  document  is  thus  made  intelligible  and  interesting  to 
every  one. 


Civic  and  Other  Oeganizations  3265 

Nen^spaper  Recognition  and  Co-operation 

The  Catechism  has  appealed  strongly  to  newspaper  editors.  It 
was  the  subject  of  one  of  Dr.  Frank  Crane's  syndicate  editorials 
and  has  been  printed  in  serial  form,  as  an  editorial  feature,  in 
more  than  thirty  daily  newspapers. 

The  list  includes  such  Avell-known  papers  as  the  Philadelphia 
'^  Evening  Bulletin,"  Galveston  "  JSTews,"  Jacksonville  ''  Times- 
Union,"  Albany  ''  Knickerbocker  Press,"  Santa  Barbara  "  Free 
Press,"  Madison,  Wis.,  "Democrat,"  and  the  Troy  "Budget." 
Two  leading  agricultural  journals,  the  "Maine  Farmer"  and 
the  "Farmer,"  published  in  Minneapolis,  also  printed  the  Cate- 
chism and  reached  a  large  rural  population.  The  JSTew  York 
"  Staats-Zeitung "  printed  it  in  German  and  the  Salt  Lake  City 
"  Bikuben  "  reproduced  it  in  Danish-Swedish.  Many  labor  papers 
have  also  called  attention  to  the  Catechism  and  hundreds  of  copies 
have  been  sent  upon  request  to  labor  organizations. 

The  combined  circulation  of  the  newspapers  printing  the  Cate- 
chism is  over  1,000,000  copies. 

Useful  in  Americanization  Worh 

The  official  publication  of  the  Americanization  Division  of  the 
Department  of  the  Interior,  Washington,  editorially  recognized 
the  value  of  the  Catechism  and  through  this  agency  thousands  of 
copies  have  been  distributed  for  use  in  Americanization  work. 
A  letter  from  the  head  of  the  liureau  says  that  the  demand  for  the 
pamphlet  is  increasing  daily. 

The  Philadelphia  Municipal  Court  and  a  Circuit  Court  in 
Wisconsin  have  adopted  the  Catechism  for  instructing  aliens  who 
seek  naturalization  and  appeals  for  copies  from  Americanization 
workers  everywhere  have  been  insistent. 

Many  branches  of  the  Y.  M.  C.  A.  and  of  the  Knights 
of  Columbus,  and  many  chapters  of  the  D.  A.  R.,  as  well  as 
numerous  women's  clubs,  have  been  supplied.  Scores  of  letters 
have  been  received  attesting  the  effectiveness  of  the  Catechism 
in  classes  where  persons  of  foreign  birth  are  taught. 

Adopted  by  Schools 

Hundreds  of  schools  throughout  the  country  have  adopted  the 
Catechism,  many  New  York  teachers  applying  in  person  at  Leagne 
headquarters  for  copies  to  supply  their  puj)ils. 
103 


32G6      CiTizExsiiip  Teaixixg  lx  the  State  of  Xew  York 

Educational  authorities  have  testified  their  appreciation  by 
putting  the  Catechism  into  practical  use.  For  instance,  one  copy 
was  requested  for  each  of  the  4,500  pupils  in  the  Los  Angeles 
high  schools,  and  the  State  Superintendent  of  Instruction  of 
Indiana  has  asked  that  19,000  copies  be  furnished  for  the  teachers 
of  his  state. 

Many  superintendents,  principals  and  teachers  have  written  to 
the  League  that  the  Catechism  has  solved  the  problem  of  teaching 
the  Constitution. 

Increasing  Popular  Demand 

Nearly  6,000  individual  letters  requesting  copies  of  the  Cate- 
chism have  been  received  at  the  headquarters  of  the  League  — 
an  evidence  of  an  awakened  interest  in  the  Constitution  which 
is  most  gratifying.  These  letters  have  come  from  every  stale 
in  the  L^nion,  and  represent  cities,  towns  and  hamlets  to  the  num- 
ber of  over  2,000,  an  aggregate  which  shows  that  the  distribution 
has  not  been  confined  to  a  few  thickly  settled  communities. 

A  large  proportion  of  the  letters  were  written  by  persons  with 
foreign  names,  and  it  has  been  almost  pathetic  to  read  the  expres- 
sions of  gratitude  with  which  the  recipients  of  the  Catechism  have 
acknowledged  its  helpfulness  in  acquainting  them  with  the  funda- 
mental principles  of  our  government. 

The  ten  editions,  making  a  total  of  100.000  copies,  which  have 
thus  far  been  printed  and  circulated,  including  10,000  in  Yiddish, 
have  been  distributed  only  upon  request.  This  is  a  remarkable 
evidence  of  a  spontaneous  demand,  which  is  steadily  increasing. 

Remlering  Effective  Service 

The  endeavor  of  the  JSTational  Security  League  to  teach  Ameri- 
canism based  upon  the  Constitution  is  j^roving  an  effective  method 
of  combatting  the  forces  of  radicalism  which  are  seeking  to  under- 
mine and  overthrow  American  institutions  and  which  are  antago- 
nistic to  law  and  order.  This  work,  which  is  vital  to  our  national 
security,  will  be  made  still  more  effective  by  continuance  along 
lines  of  persistent,  well-directed  and  broadly-conducted  effort  to 
spread  the  knowledge  of  constitutional  government. 

In  an  interview  with  a  representative  of  the  Committee,  Mr. 
Henry  L.  West,  author  of  the  Catechism  above  referred  to,  gave 
the  following  information  in  regard  to  it: 

"The    National    Security    League    have    received    5,710 
inquiries  for  the  Catechism  since  it  was  first  published  in 


Civic  and  Otiiek  Okganizations  3267 

June,  1919,  and  they  have  published  120,000  copies  of  it. 
Among  random  inquiries  which  Mr.  West  had  upon  his  desk 
there  was  a  large  percentage — at  least  75  per  cent. —  of 
foreign  names,  and  there  were  three  pieces  of  stationery 
bearing  an  embossed  American  flag.  They  don't  know  how 
these  inquirers  hear  about  the  Catechism.  There  is  a  desire 
to  learn  about  our  government  if  some  one  will  only  give 
them  the  chance  to  learn  about  it.  The  Catechism  sugar- 
coats  the  pill  for  the  youthful  mind.  That  is  what  it  was 
planned  for.  The  United  States  Rubber  Company  wanted 
10,000  copies  of  the  Catechism.  There  was  a  long  editorial 
in  the  Xew  York  '  Sun '  advocating  the  further  distribution 
of  the  Catechism.  Also  the  '  Staats-Zeitung"  printed  it  in 
German,  and  as  a  result  many  inquiries  were  received  writ- 
ten in  German.  Many  papers  have  printed  the  Catechism 
and  thus  given  it  publicity.  The  Americanization  Bureau 
in  Washington  published  a  notice  of  the  Catechism  and  they 
have  been  swamped  with  inquiries.  The  head  of  the  Bureau 
says  the  demand  is  increasing  daily.  Secretary  Lane  in  his 
own  handwriting  said  that  he  hoped  a  million  copies  of  the 
catalogue  will  be  printed.  The  League  has  s-eut  out  50,000 
of  the  Americanization  folders.  The  money  donated  by 
members  of  the  League  is  used  to  distribute  this  Americaniza- 
tion literature.  They  would  like  enough  money  so  that  they 
could  comply  v/ith  requests  for  literature  without  having  to 
consider  the  cost.  The  letters  of  commendation  are  some- 
times touching — 'To  think  that  we  are  able  to  sit  here  in 
!N^ew"  York  and  have  an  influence  that  is  conducive  to  good 
citizenship!  This  is  the  most  fascinating  work  I  have  ever 
done  in  my  life.'  The  State  iSuperintendent  of  Schools  of 
Indiana  wanted  19,000  copies  for  distribution  in  the  Indiana 
schools.  The  State  Superintendent  of  Georgia  said  that  the 
state  had  just  made  an  appropriation  for  Americanization 
work  and  he  did  not  know  a  better  way  to  spend  some  of  it 
than  to  buy  copies  of  the  Catechism.  The  State  Superin- 
tendent of  Delaware  wanted  copies  sent  to  all  his  superin- 
tendents throughout  the  state.  Ten  thousand  copies  of  the 
Catechism  were  printed  in  Yiddish,  but  not  in  any  other 
language.  Their  idea  is  to  use  the  English  language 
exclusively." 


3268      CiTiZEX;<nip  Traini:>;g  ix  the  Stale  of  Xew  Yoric 

Other  notable  phases  of  the  work  of  the  ^N'ational  Security 
League  have  been : 

(1)  The  organization  of  Flying  Squadrons  of  speakers  to  "con- 
vert the  soap  boxes  of  America  to  patriotism." 

(2)  A  drive  upon  high  schools  in  the  interest  of  the  study  of 
the  American  Constitution. 

(3)  The  circularizing  of  women's  clubs  to  interest  them  in 
Americanization  work. 

(4)  The  preparation  for  the  public  press  of  timely  patriotic 
articles. 

(5)  The  establishment  and  conducting  of  a  Free  Consulting 
Service  for  Teachers,  including  appropriate  literature  for  help 
in  the  teaching  of  civics. 

(6)  The  publishing  of  literature  advising  how  to  teach  aliens 
to  become  naturalized. 

(7)  The  preparation  of  a  correspondence  course  in  patriotism. 

36.  New  York  Community  Chorus,  5  Columbus  Circle,  New  York 
City,  Harry  Barnliart,  director,  October  31,  1919: 

"Your  letter  of  October  25th  calling  for  an  increased 
program  of  education  for  the  adult  foreigners  is  extremely 
interesting  to  me,  because  I  have  studied  and  watched  this 
work  with  interest  for  many  years.  I  have  also  made  careful 
experiments  with  foreign  groups,  applying  the  community 
chorus  idea  as  I  have  worked  it  out. 

"Methods  of  Americanization  are  perfunctory,  uninspir- 
ing and  lacking  in  imagination.  Foreigners  have  vivid 
imaginations  and  sensitive  emotions. 

"Americanization  in  most  part  means  that  we  must  be 
able  to  stimulate  these  people  by  utilizing  their  emotions  and 
imaginations.  There  is  much  efficient  work  done  in  teach- 
ing our  language  and  giving  an  idea  of  our  plan  of  govern- 
ment, but  for  emotional  expressions  they  are  compelled  to 
segregate  themselves.  Some  ardently  advance  the  theory 
that  we  should  encourage  and  cultivate  the  folk  expression 
of  foreigners,  such  as  their  song,  dance  and  handiwork.  I 
am  certain  this  is  not  only  wrong,  but  it  retards  the  progress 
of  true  Americanization. 

"'  People  emigrate  from  the  European  continent  to  the 
American  continent  for  the  sole  purpose  of  finding  a  new 
social  consciousness.  They  cannot  tell  you  this  in  words, 
but  it  is  the  fundamental,  impelling  force. 


Civic  and  Other  Organizations  32 GO 

"Foreigners  love  to  feel  the  thrill  of  new  sounds,  new 
combinations  of  color,  new  festival  ideas.  It  is  through 
these  generalities  that  they  can  realize  there  is  a  new  brother 
in  the  world. 

"In  this  connection,  as  one  w4io  stands  continually  before 
audiences  in  various  cities  and  communities,  I  am  urged 
to  speak  to  our  thoughtful  American  citizenship  of  the  need 
.  that  we  find  a  unified  form  of  expression  or  ceremonial  that 
will  justify  our  ideals,  and  then  put  our  hearts  and  souls  into 
it,  not  only  will  it  be  good  for  ourselves,  but  it  will  provide 
a  sure  and  wholesome  way  of  assimilating  the  rapid  influx 
of  foreigners. 

"All  life  is  based  on  emotional  unrest.  This  unrest  is 
continually  asserting  some  form  of  expression.  In  human 
society  this  expression  is  either  destructive  or  constructive 
and  the  intensity  of  this  expression  is  according  to  the  ideals 
back  of  it,  and  to  what  extent  the  vision  of  the  future  is 
illuminated,  revealing  truer  relations  to  man.  Some  say 
brotherhood,  some  say  democracy,  let  us  say  a  new  created 
social  world. 

"  The  communitv  chorus  idea  is  not  essentially  for  musical 
and  singing  purposes.  It  is  a  socializing  force  that  awakens 
our  higher  emotional  nature  and  develops  it  into  a  creative 
mass  mind  consciousness  which  becomes  the  mental  and 
spiritual  fabric  of  our  future.  In  direct  terras,  it  is  a  con- 
structive, emotional  expression  that  all  people  love  and  can 
do  from  the  bottom  of  their  hearts,  creating  and  producing 
a  oneness  of  mind  that  shall  prevail  against  the  organized 
revolutionary  evils  that  are  close  upon  us.  That  which  is 
a  socializing  force  is  an  Americanizing  influence. 

"  I  base  my  deductions  on  experience  with  foreign  groups 
in  civilian  life  and  in  the  armv.  I  have  had  a  thousand 
soldiers  at  a  time,  scarcely  any  could  speak  English,  and  song 
served  its  three-fold  purpose. 

"As  America  comes  closer  to  solving  the  Americanization 
problem  which  is  very  serious,  we  shall  find  our  social  ideals 
of  Americanization  much  enlarged." 

37.  New  York  Kindergarten  Association,   524   West  42d   street, 
New  York  City: 

Geoi'ge   McAneny,    president;    Mrs.    George   C.    Riggs    (Kate 
Douglas   Wiggin),   honorary    vice-president;    Mrs.    I.    N.    Phelps 


3270     Citizenship  Training  in  the  State  of  New  York  • 

Stokes,  first  vice-president;  Les  Mcllvaine  Luquer,  second  vice- 
president;  Nicholas  Murray  Butler,  LL.D.,  third  vice-president; 
Eev.  James  M.  Bruce,  secretary;  Samuel  Sloan,  treasurer. 

Following  is  the  text  of  a  little  booklet  issued  by  the  New  York 
Kindergarten  Association  and  used  for  the  purpose  of  soliciting 
funds  for  the  work: 

Making  Americans 
The  man  who  hgs  done  more  than  any  other  person  in  the 
world  to  relieve  distress,  feed  the  hungry,  and  bring  help  and 
hope  to  hundreds  of  thousands  of  suffering  people,  Herbert 
Hoover,  said  recently  that  the  whole  problem  of  Americanization 
would  be  settled  in  a  few  years  if  the  nation  would  systematically 
grapple  with  its  child  problem.      And  he  added : 

"  I  feel  sometimes  that  we  are  perliaps  not  enough  con- 
cerned over  the  needs  of  our  own.  The  appeal  of  mobs  of 
starving  children  draws  our  sympathy  to  faster  action  than 
the  scattered  minority  at  home.  We  must  respond  to  both. 
The  welfare  of  the  children  of  our  nation  is  our  responsi- 
bility. I  believe  that  the  attitude  of  a  nation  toward  child 
welfare  will  soon  become  the  test  of  civilization." 

There  is  a  test  of  civilization  being  applied  today  in  the  twenty- 
five  kindergartens  of  the  New  York  Kindergarten  Association. 
Here  come  "children  of  our  nation"  from  the  tenements  that 
line  Henry  street,  Tompkins  square.  Avenue  A,  Broome  street, 
and  other  localities  where  tenements  are  most  numerous  and  most 
crowded.  "  Children  of  our  nation  "  these  little  ones  of  four  to 
six  years  are,  and  American  citizens  they  will  be,  but  a  recent 
census  of  tlio  kindergartens  show  a  mingling  of  races  that  it  would 
be  hard  to  equal  in  any  city  but  New  York. 

In  the  kindergarten  at  207  East  Kith  street  there  were: 
12  Italians.  1   Spanish. 

9  Germans.  1  Swiss. 

8  Russians.  1  Norwegian. 

7  Austrians.  1   English. 

5  Roumanians.  1  South  American. 

In  the  kindergarten  at  299  Henry  street  were  55  children,  all 
Jewish,  whose  ])arents  without  exception  were  l)orn  in  Russia  or 
.'\ustria. 


Civic  and  Other  Organizations  3271 

In  the  kindergarten  at  395  Broome  street  were  fifty  children, 
all  Sicilians. 

Kindergarten  at  524  West  42d  street: 


26  Irish. 

4 

Italians. 

9  Austrians. 

3 

French. 

6  Germans. 

2 

Russians. 

4  Hungarians. 

1 

English. 

Kindergarten  at  40  Sutton 

place : 

11  Hungarians. 

2 

Scotch. 

10  Irish. 

1 

Swiss. 

S  Italians. 

1 

Swede. 

6  Germans. 

1 

Norwegian, 

4  English. 

1 

Pole. 

4  Austrians. 

1 

Russian. 

Kindergarten  at  TGth  stre.^! 

■  and  Ea 

st 

river : 

29  Hungarians. 

1 

Italian. 

8  Germans. 

1 

Serbian. 

6  Bohemians. 

1 

Scotch. 

4  Russians. 

1. 

Irish. 

2  French. 

1 

American! 

Among  310  children  one  solitary  child  who  is  by  parentage 
American.  The  other  309,  whose  antecedents  c;o  back  briefly  to 
Budapest  and  Prague,  to  villages  on  the  Vistula  or  in  the  Apen- 
nines, are  raw  material  out  of  which  Americans  are  to  be  made. 
If  left  to  themselves  the  first  step  in  the  process  of  their  Ameri- 
canization would  be  to  turn  them  loose  in  the  streets.  And  no 
one  can  contend  that  to  turn  little  children  loose  in  the  streets 
of  a  great  city  to  learn  what  they  can  without  hindrance  or 
guidance  is  a  wise  way  to  make  citizens  or  a  safe  way  to  make 
Americans. 

Many  of  these  309  children  come  from  homes  where  the  parents 
cannot  speak  English.  What  is  there  of  an  American  atmosphere 
in  such  homes?  What  do  they  know  about  the  Fourth  of  July 
or  the  Spirit  of  '76,  or  Washington  or  Lincoln  ?  It  would 
almost  seem  as  if  children  doomed  to  such  a  wretched  start  could 
never  become  Americans  that  the  country  would  desire  or  be 
proud  of.  And  yet,  give  them  half  a  chance,  and  just  such  chil- 
dren as  these  will  become  Americans  of  which  their  country  wHl 
be  justly  proud.     The  77th  Division  was  made  up  of  just  such 


3272     Citizenship  Training  in  the  State  of  New  York 

a  polyglot  mob  as  these  children,  from  the  same  teeming  neigh- 
borhoods, and  no  American  needs  to  hang  his  head  for  the 
77th  Division,  with  its  glorious  record  on  the  Vesle  and  in  the 
Argonne. 

Here  then  is  a  function  of  our  kindergartens  that  is  worth 
thinkino;  about  at  a  time  of  the  vear  when  the  birthdavs  of  Wash- 
ington  and  Lincoln  are  commemorated,  and  in  a  period  when 
Americanization  is  a  serious  and  burning  question.  For  one 
thing  that  our  kindergartens  do  to  our  little  foreigners  who 
flock  to  their  doors  is  to  make  Americans  of  them.  They  are 
taught  to  honor  the  flng.  They  are  made  to  feel  that  there  is 
such  a  country  as  America  and  that  they  are  part  of  it.  They 
learn  in  their  games  some  wholesome  lessons  in  Americanism, 
such  as  giving  the  other  fellow  a  chance,  and  submitting  to  the 
will  of  the  majority.  Directly  and  indirectly,  by  patient,  care- 
ful teaching  week  in  and  week  out  these  little  one^--.  many  of  them 
waifs  of  the  streets,  learn  lessons  that  make  them  better  children, 
that  will  make  them  better  men  and  women,  and  will  make  them 
better  Americans.  And  the  lessons  learned  in  childhood  are  hard 
to  unlearn.  "  Give  me  the  child  until  he  is  six,"  said  wise 
Ignatius  Loyola,   "  and  I  care  not  who  has  him   thereafter." 

If  the  kindergartens  of  the  iN'ew  York  Kindergarten  Associa- 
tion did  nothing  else  but  make  Americans  of  the  hundreds  of 
little  foreigners  who  come  to  them,  they  would  perform  a  service 
for  the  nation  that  can  hardly  be  overestimated.  And  it  is  such 
a  sane  and  simple  work.  Make  Americans  of  these  children? 
The  time  to  do  it  is  at  the  beginning.  That  is  when  our  kinder- 
gartens work  —  at  the  beginning,  the  most  critical,  the  most 
impressionable  time  in   the  unfolding  of  those  lives. 

Give  a  little  thought  to  this*  problem  of  Americanization,  so 
serious  and  so  vital  for  the  future  of  our  country,  and  you  will 
see  the  necessity  of  helping  these  kindergartens,  which  have  done 
wonderful  service  for  more  than  a  quarter  of  a  century  in  meet- 
ing this  problem,  to  continue  their  noble  work. 

It  is  better  and  simpler  to  turn  a  little  foreigner  into  a  useful 
American  citizen  than  to  deport  a  gi'own  up  foreigner  who  dis- 
likes our  ways  because  he  misunderstands  them. 

We  ask  serious  consideration,  therefore,  and  generous  support, 
for  the  New  York  Kindergarten  Association,  not  only  for  the 
good  it  does  in  other  w.iys,  but  for  its  practical  work  in 
Americanization. 


Civic  and  Other  Oroaxizations  3273 

38.  New  York  State  Federation  of  Labor,  New  York  City.  The 
following  was  taken  from  a  New  Hampshire  publication  on 
Americanization : 

Significant    Action    op   N^eav    York    State   Federation   of 

Labor 

At  the  Fifty-fifth  Animal  Convention  of  the  New  York  State 
Federation  of  Labor,  recently  (before  December,  1918),  held  at 
Rochester,  jST.  Y.,  the  following  rule  or  principle  was  adopted 
on  recommendation  of  the  Committee  on  Education,  viz : 

"Acquisition  of  a  fair  knowledge  of  the  American  lan- 
guage by  continuous  shop  and  school  instruction,  supervised 
by  state  educational  authorities,  to  be  required  of  all 
employed  foreign  language  aliens,  as  a  condition  of  continued 
employment." 

39.  Pan-Hellenic  Union  in  America,  56  West  30th  street, 
New  York  City,  N.  H.  Lang,  executive  secretary,  October  21,  1919: 

"  We  are  favored  by  your  letter  of  15th  inst.,  relative  to 
the  information  you  are  willing  to  get,  as  regards  the  work 
which  is  being  done  to  educate  the  Greeks  of  IsTew  York 
City. 

"  We  are  more  than  pleased  to  state  that  a  great  attention 
has  been  lately  given  to  this  matter,  not  only  by  the  various 
Greek  educational  organizations,  but  as  well  by  the  whole 
Greek  community  of  Xew  York. 

"  Our  Union  whose  most  principal  object  since  its  founda- 
tion has  been  to  encourage  the  study  of  the  English  language 
and  to  propagate  educational  and  moral  doctrines  among  the 
Greeks  of  the  United  States,  has  always  given  the  greater 
attention  and  care  to  this  matter, 

"  In  our  annual  assembly  held  last  month  in  ISTew  York, 
a  resolution  adopted  that  special  funds  be  provided  by  all 
its  branches  in  United  States,  to  assist  a  certain  number 
of  Greek  students  of  practical  sciences  in  the  different  uni- 
versities of  the  country. 

"  Our  branch  of  New  York  has  lately  applied  to  the 
Columbia  and  Harvard  universities  asking  relative  par- 
ticulars and  suggestions  for  the  most  appropriate  use  of  its 
funds. 


327-1     Citizenship  Trainixg  in  the  State  of  JSTew  Yokk 

"A  long  experience  lias  taught  the  Greeks  of  United  States 
that  thev  must  learn  the  English  language,  in  order  to  1>9 

t^  COO' 

able  to  profit  of  the  privileges  of  this  great  country  and 
understand  better  the  democratic  American  spirit. 

"  To  this  effect  all  the  efforts  of  our  organizations,  news- 
papers, and  our  church  are  concentrated,  and  we  hope  they 
will  bring  forth  the  expected  good  results. 

"  The  majority  of  the  working  class  of  both  sexes  attend 
English  classes  in  the  various  night  schools  of  New  York, 
most  of  them  in  the  different  branches  of  the  Y.  M.  C.  A. 

"A  good  number  of  private  Greek-Americau  schools  are 
the  centers  of  a  great  number  of  Greek  students  of  English. 

"Another  number  of  educated  Greeks  attend  night  courses 
in  the  different  high  schools  of  New  Y'ork  and  the  universities 
of  New  York  State. 

'"We  regret  we  cannot  for  the  present  give  you  the  exact 
number  of  these  students,  but  w^e  will  be  glad  to  do  it  later. 

''Apart  from  the  various  state  and  private  schools  men- 
tioned, the  Greek-American  Institute  of  Eagle  Avenue  of 
New  York,  concentrates  every  year  a  good  number  of  Greek 
students,  its  principal  object  being  the  teaching  of  the  Amer- 
ican history,  and  English  language. 

"  The  mentioned  Institute  and  the  private  Greek-American 
schools  have  greatly  contributed  to  the  education  of  the 
Greek  element  of  New  York. 

"  Our  Union  complying  with  a  resolution  adopted  by  the 
Central  Committee  of  New  York  will  establish  the  next 
month  in  co-operation  with  the  Y.  M.  C.  A.  n  night  English 
class  for  working  Greek  adults  in  her  Hall. 

"  The  same  efforts  and  activities  have  been  shown  in  the 
other  as  well  as  the  Greek  communities  of  the  countrv,  to 
educate  the  Greek  element,  and  the  results  have  been  very 
successful." 

40.  Patriotic  Education  Society,  Inc.,  1133  Broadway,  New  York 
City,  Henry  A.  Wise  Wood,  president,  March  17,  1920: 

"  Since  the  armistice  was  declared  our  activities  have  prac- 
tically ceased. 

"  So  soon  as  the  treaty  fight  is  over  we  shall  consider 
setting  this  organization  to  work  again.  At  this  moment  it 
is  too  soon  to  determine  the  precise  nature  of  its  activities. 
J.el  me  congratulate  you  upon  your  splendid  patriotic  work." 


Civic  and  Other  Organ izations  3275 

41.  The  People's  Institute  of  New  York,  70  Fifth  avenue, 
New  York  City : 

Trustees. —  Edward  F.  Sanderson,  director;  Henry  de  Forest 
Baldwin,  chairman:  Sam  A.  Lewisohn,  treasurer;  John  G.  Agar, 
George  W.  Alger,  Henry  de  Forest  Baldwin,  Frederic  C.  Howe, 
Sam  A.  Lewisohn,  Leonard  G.  McAnenv,  J.  Howard  Melish, 
Edward  E.  Sanderson,  Mrs,  Charles  Sprague  Smith,  Fred  M. 
Stein,  James  P.  Warbasse. 

1919  ACTIVITIES  OF  THE  PEOPLE'S  INSTITUTE 

The  People's  Institute  works  with  the  people  for  belter  educa- 
tional, cultural,  and  recreational  opportunities. 

People's  Forum 
Sunday  Nights  at  Cooper  Union 

When  Charles  Sprague  Smith  founded  the  People's  Institute 
Forum  he  laid  down  three  requirements  for  the  speakers: 
First,  knowledge.  The  speaker  must  be  a  recognized  expert. 
Second,  sincerity.  Whoever  comes  on  our  platform  is  expected 
to  speak  the  whole  truth  as  he  sees  it.  Third,  responsibility. 
The  Institute  believing,  as  it  does,  in  constructive  reform  effected 
by  the  people  through  the  ballot,  has  no  place  on  its  platform  for 
the  preacher  of  revolution. 

The  first  and  largest  forum  in  the  country  and  the  model  for 
the  forum  movement  in  the  United  States.  A  clearing  house 
favoring  no  particular  propaganda,  seeking  only  to  give  full  dis- 
cussion to  all  matters  of  public  concern  and  all  shades  of  opinion 
honestly  put  forward  for  bettering  human  conditions.  The 
ablest  speakers  in  America  have  addressed  this  audience. 

Educational  Forum 
Friday  Nights  at  Cooper  Union 
The  People's  Institute  believes  that  democracy  is  only  safe 
in  the  hands  of  a  correctly  informed  public,  trained  in  social 
science,  and  the  appreciation  of  values.  Under  the  title  "  Individ- 
ual and  Crowd  Ideas  in  Their  Relation  to  Democracy,"  Everett 
Dean  Martin  gave  in  twenty-eight  successive  lectures  an  interpre- 
tation of  the  problems  of  the  modern  world.  The  spirited  debate 
between  lecturer  and  audience  demonstrated  the  serious  listening 
and  clear  thinking  of  the  people. 


3276     Citizenship  Training  in  the  State  of  New  York 

The  School  of  Philosophy 
Saturday  Nights,  Stuyvesant  Neighhorhood  House 
An   outgrowth   of   the   Educational  Forum   conducted   at   the 
request  of  young  men  and  women  from  the  East  Side  and  financed 
by  them. 

A   Group  at  the  School  of  Philosophy 
Under  the  leadership  of  Everett  Dean  Martin  the  school  has 
grown  from  one  lecturer  and  a  student  body  of  125  to  an  institu- 
tion of  500  with  five  lecturers.     Their  great  need  is  a  suitable 
building. 

Community  Centers  as  Partners  in  Social  Work 
Community    centers    are    the    logical    headquarters    for    the 
neighborhood  work  of  the  Boy  Scouts,  the  Camp  Fire  Girls,  the 
Ped  Cross,  and  other  nation-wide  organizations,  especially  those 
interested  in  Americanization  problems. 

Music  League  of  the  People's  Institute 
The  purpose  of  the  League  is  to  stimulate  musical  appreciation, 
to  foster  opportunities  that  give  good  music  to  the  people  of 
New  York  City  at  popular  prices,  to  assist  young  artists  of  fine 
musicianship,  and  finally  to  make  the  enjoyment  of  music  an 
integral  part  of  the  lives  of  the  people  as  it  is  in  the  cities  of 
Europe. 

Opeiv-Air  Concerts  —  Lewisohn  Stadium,  Summer  of  1919 
Co-operating  with  a  group  of  public  spirited  men  and  women, 
and  assisted  by  Arnold  Volpe,  conductor  and  composer,  the  Music 
League  of  the  People's  Institute  has  arranged  to  give  to  New 
York  the  opportunity  to  hear  the  world's  finest  soloists  and 
symphonies  in  the  open  air  every  evening,  including  Sunday, 
during  July  and  August,  at  the  Lewisohn  Stadium,  137th  street 
and  Amsterdam  avenue.  Concerts  beginning  June  30th  and 
thereafter  daily  at  8 :30  p.  m. 

Cycle  of  Folk  Song  Concerts 

Tuesday  Nights  at  Cooper  Union 

The  People's  Institute  believes  in  music  as  of  first  importance 
for  community  work,  and  in  self-expression  through  music  as  an 
Americanization  factor  for  foreigners  as  well  as  an  art  contribu- 
tion  for   America.     Following  this  theory,   with   great   success, 


Civic  and  Other  Organizations  3277 

fifteen  concerts  of  folk  songs  were  given  "by  professional  musicians 
and  soloists  in  Italian,  French,  Spanish,  Itussian,  Polish,  Greek, 
Yiddish,  Lithuanian,  English  and  more  than  twenty-five  dialects. 
The  great  hall  of  Cooper  Union  was  filled  to  capacity. 

Concerts  in  Public  School  Auditoriums 

In  order  to  make  music  a  greater  part  of  community  life  the 
Music  League  gave  100  evening  concerts  in  j)ublic  school  audi- 
toriums and  at  Cooper  Union  during  the  season  just  passed. 

Americanization 

Night  Schools  for  Foreigners 

Co-operating  with  the  Department  of  Education  at  the  outhreak 
of  the  war  the  People's  Institute  introduced  Comm.unity  Center 
work  into  two  night  schools  for  foreigners.  The  work  was  highly 
successful  and  was  subsequently  introduced  by  the  Board  of 
Education  into  many  additional  night  schools. 

Community  Centers 

The  People's  Institute  has  been  the  pioneer  of  the  Community 
Center  movement  and  has  been  instrumental  in  opening  the  pub- 
lic schools  for  neighborhood  use  as  community  centers,  polling 
places  and  for  the  educational  and  recreational  work  of  trade 
unions.  The  Institute  published  the  first  Community  Center 
Bulletin,  organized  the  first  national  conference  of  Community 
Center  workers,  maintains  an  experimental  Community  Center 
in  Public  School  40  on  East  20th  street  and  has  trained  many 
leaders  for  community  work  in  the  Training  School  for  Com- 
munity Workers. 

Properly  housed  and  further  developed  Community  Centers 
will  furnish  an  indispensable  point  of  contact  to  the  city  govern- 
ment in  great  campaigns  such  as  the  recent  campaigns  for  Amer- 
icanization, food  conservation  and  health  education. 

Training  School  for  Community  TForA-ers 
The  training  school  was  started  in  1913  to  meet  the  growing 
need  for  workers  of  a  very  high  standard  to  direct  community 
work. 

In  1919  the  schoo?  has  become  an  independent  institution  work- 
ing on  a  co-opera*iv£  basis  unique  in  education. 


8278     Citizenship  Training  in  the  State  of  New  York 

Wingate  Community  Center,  Public  Scliool  40 

Activities  at  the  experimental  center  are  conducted  by  the 
People's  Institute  in  co-operation  with  the  Department  of 
Education. 

Scliool  Lunches 
Ten  weeks'  experiment  with  food  scouts  to  demonstrate  the 
importance  of  proper  nourishment  in  the  progress  of  school  chil- 
dren. The  People's  Institute  is  one  of  many  organizations  which 
advocate  the  equipment  of  public  schools  with  facilities  for  plac- 
ing on  sale,  at  cost  price,  a  hot,  nourishing  lunch  for  school 
children. 

Health  Work 
In  1918,  co-operating  with  the  Federation  of  Child  Study  the 
Institute  conducted  a  summer  health  school  composed  of  200 
under-nourished  children  from  the  classes  of  Public  School  -40 
and  the  immediate  district.  During  the  hottest  days  of  the  sum- 
mer these  children  "learned  to  be  healthy"  and  it  was  demon- 
strated that  for  the  same  money  more  children  can  be  brought 
back  to  health  in  Summer  Health  schools  than  by  sending  them 
to  the  country.  This  work  has  led  to  the  formation  of  the  City 
Health  Organization  endorsed  by  the  United  States  Government. 

Ukrainians 

The  People's  Institute  is  now  co-operating  with  the  Ukrainian 
National  Committee  "  To  aid  the  Ukrainian  people  in  bettering 
their  social,  intellectual  and  economic  conditions." 

Italians 

The  Institute  is  working  with  the  Sons  of  Italy  to  help  the 
Italian  immigrant  understand  the  fundamentals  of  American 
life.  By  so  doing  both  the  immigrant  and  our  government 
benefit. 

Vocational  Guidance 

Co-operating  with  the  alumni  of  Public  School  40,  the  Henry 
Street  Settlement  and  the  Y.  W.  C.  A.,  the  Institute  conducted  a 
vocational  guidance  experiment  which  resulted  in  placing  voca- 
tional guides  in  seven  public  schools.  One  of  these  is  a  higb 
school  and  one  an  elementary  school  for  colored  girls. 


Civic  and  Otjiek  OkganizatjOns  3270 

Patriotic     Motion     Pictures     for     j^on-English-Speakijjg 

AjrERICANS 

In  the  Gramercy  district,  which  represents  twenty  or  more 
nationalities,  patriotic  open-air  moving  pictures  were  shown  for 
eight  weeks  during  the  summer  of  1918.  One  of  the  most 
effective  films  was  "  First  Steps  in  Becoming  an  American 
Citizen." 

The  Institute  has  been  instrumental  in  developing  the  follow- 
ing activities : 

People's  forums  modeled  on  the  Cooper  Union  Forum. 

Use  of  public  schools  for  citizen  purposes. 

Child  Health  Organization. 

Community  Center  in  Public  School  63. 

Community  Center  in  Public  School  89. 

Community  chorus. 

People's  symphony  concerts. 

The  xvTational  Board  of  Eeview  of  Motion  Pictures. 

Plav  streets. 

Community  clearing  house. 

Wage  Earners'  Theater  League. 

Marine  League. 

Educational  Dramatic  League. 

Reform  measures  co-operating  with  the  legislative  committees 
of  the  City  Club,  Citizens'  Union  and  the  Merchants'  Association. 

42.  Polish  Ifational  Alliance,  180  Second  avenue,  I^ew  York 
City,  John  S.  Zawilinski,  general  secretary,  March  20,  1920: 

"Our  activities  are  purely  patriotic,  American  as  well 
as  Polish,  and  our  general  aim  is  to  persuade  our  members 
to  learn  the  American  language  and  become  American  citi- 
zens ;  to  help  our  young  members  financially  in  higher  Amer- 
ican institutions  of  learning  through  our  Educational 
Department,  to  help  our  destitute  members  through  our 
Pelief  Department,  and  to  take  care  of  Polish  immigrants 
through  our  Immigration  Home." 

43.  Eussian  Collegiate  Institute,  219  Second  avenue,  New  York 
City,  Jerome  Landfield,  treasurer,  January  7,  1920: 

"I  am  greatly  interested  in  the  suggestion  in  your  letter 
of  December  31st  of  an  increased  program  for  the  education 
and  Americanization  of  adult  foreigners. 


32 so     Citizenship  Training  in  the  State  of  New  York 

"  In  this  connection,  our  experience  with  the  Eussian 
colonies  is  instructive.  Last  spring  some  leading  Russians 
called  to  ray  attention  the  fact  that  there  were  over  60,000 
Russian  immigrants  in  this  city  alone,  and  that  they  v/ere 
practically  without  any  educational  facilities  whatever. 
They  pointed  out  that  the  only  people  working  upon  them 
were  Bolshevik  organizations  with  their  prop;,ganda  and  that 
these  simple,  and  for  the  most  part  illiterate,  peasants  were 
susceptible  to  this  propaganda,  simply  because  they  were 
thirsty  for  education  of  any  sort  and  the  meetings  and 
lectures  tilled  a  deep-felt  want.  They  called  attention  to 
the  fact  that  if  these  Russian  peasants  were  simply  herded 
together  in  colonies  without  any  educational  advantages,  they 
would  not  become  good  Americans  if  they  remained  here  and 
if  they  returned  to  Russia  they  would  simply  be  a  detri- 
I  ment,  not  having  imbibed  any  American  ideas,  but  rather 
being  corrupted  by  Bolshevik  propaganda. 

"  My  Russian  friends  also  called  attention  to  the  fact  that 
there  were  in  the  city  many  educated  Russian  refugees, 
intelligent  and  sound,  whose  services  could  be  utilized  in 
educational  work  in  the  Russian  colony. 

"  The  Russian  refugees  themselves  contributed  some 
$6,000  to  a  fund  to  start  this  educational  work  and  organ- 
ized what  was  termed  the  Russian  Colle2:'.ate  Institute  with 
Professor  Alexander  Petnmkevltch  of  Yale  as  its  head.  I 
then  secured  $10,000  additional  from  the  Carnegie  Founda- 
tion. The  results  of  the  work  have  been  most  gratifying. 
Quarters  were  secured  at  number  219  Second  avenue  and  a 
small  staff  of  teachers  and  lecturers  engaged.  The  work 
undertaken  was  of  three  kinds :  primary  instruction  for  chil- 
dren; night  classes  in  reading  and  writing,  simple  arithmetic, 
history,  agriculture,  and  technical  subjects;  and  popular 
lectures  on  Saturday  evenings  and  Sunday  afternoons  in 
Xew  York  and  in  neighboring  Russian  colonies. 

"  The  attendance  was  good  and  the  interest  great.  In 
the  past  four  months,  some  eighty  lectures  have  been  given 
in  New  York  and  nearby  to^vns,  with  a  total  attendance  of 
over  16,000.  One  of  the  most  gratifying  features  was  that 
a  delegation  from  Russian  Bolshf^viks  waited  upon  the  school 
authorities  and  begged  that  a  night  course  be  provided  for 
them. 


Civic  and  Other  Okgaxizatioxs  32S1 

"The  school  is  strictly  non-political.  Init  its  effect  upon 
the  Bolshevik  crowd  was  immediate  and  the  Soviet  Bureau 
has  made  strenuous  efforts  to  counteract  it.  So,  for  example, 
when  we  started  some  technical  courses,  Martens  also  started 
a  school  with  technical  courses  in  the  same  line  and 
promised  the  pupils  that  they  would  receive  positions  in 
Soviet  Russia. 

''  The  operations  of  the  school  have  been  carried  on  very 
cheaply,  lecturers,  for  example,  receiving  $10  per  lecture. 
With  more  funds  at  our  disposal,  we  could  have  increased 
the  field  many  times.  The  striking  feature  in  the  situation 
is  the  thirst  for  education  and  information  on  the  part  of  the 
Russians,  which  is  perhaps  gi'eater  than  among  any  other 
people  in  our  midst.  It  is  not  necessary  to  hold  out  any 
special  inducements  or  amusement  in  order  to  persuade  them 
to  avail  themselves  of  the  opportunities  of  the  school. 

"I  have  written  thus  nt  length  about  this  little  experiment 
because  I  feel  that  the  results  of  our  work  may  be  suggestive. 
It  is  necessary  to  reach  the  Russians  first  in  their  own  lan- 
guage and.  through  educated  Russians,  give  them  a  sympa- 
thetic understanding  of  American  institutions  and  people. 
It  is  not  practicable  with  adults  to  confine  instruction  to  the 
English  language,  however  desirable  it  may  be  for  them  to 
learn  it.  If  they  are  first  sympathetically  disposed  toward 
us  through  the  instruction  of  people  familiar  to  them,  they 
become  eager  students  of  English.  It  is  important  that  they 
should  not  feel  that  the  educational  movement  itself  is 
undertaken  for  political  or  propaganda  purposes. 

"I  should  doubt  the  advisability  of  undertalang  this  kind 
of  work  among  adults  with  state  funds  if  such  funds  can  be 
obtained  from  private  persons  or  institutions,  1  ut  it  would 
be  of  the  greatest  advantage  if  public  school  buildings  or 
other  quarters  could  be  furnished  free  for  the  use  of  such 
classes  and  lectures.  It  might  also  be  possible  to  furnish 
such  approved  institutions  with  books,  maps,  etc. 

"It  is  important  that  a  certain  supervision  should  be 
exercised  over  the  tenchers  and  lecturers  in  the:e  institutions, 
though  I  think  in  general  the  Russians  themselves  can  be 
trusted  to  do  this  better  even  than  is  dor.e  in  some  of  our 
own  American  school?.  I  think  that  your  Committee  would 
find  it  of  great  interest  to  send  a  representative  to  visit  tlie 


32S2     CiTizEifSHip  Tkaixiisg  IX  THE  State  of  Xew  York 

Eussian  Collegiate  Institute  at  number  219  Second  avenue 
and  talk  with  some  of  the  teachers  about  their  work  and 
examine  their  reports  with  a  view  to  getting  valuable  prac- 
tical suggestions." 

44.  The  Russian  Economic  leajjne,  Woolworth  Building,  New 
York  City,  Jerome  Landfisld,  executive  secretary: 

"The  leaders  of  the  League  are  a  group  of  educated  and 
economically  orthodox  Russians,  including  several  university  pro- 
fessors of  note."      (Xew  York  "  Times.") 

The  League  publishes  monthly  a  service  bulletin  describing 
present  conditions  in  Russia  and  giving  industrial  news  concern- 
ing Russian  interests. 

45.  Society  for  Ethical  Culture.  New  York  City: 

This  society,  through  its  women's  organization,  conducted  a 
series  of  twelve  lectures  on  "Americanization"  during  the 
winter  of  1919-20,  with  a  view  to  establishing  a  closer  relation- 
ship between  the  foreign-born  and  native  American,  through  a 
better  understanding  and  appreciation  of  each  other,  and  to  serve 
as  an  inspiration  for  working  and  living  together.  The  lectures 
were  delivered  by  representatives  of  the  different  European 
groups. 

46.  The  Society  for  Italian  Immigrants,  6  Water  street,  New 
York  City,  August  V.  Tozzi,  manager,  March  17,  1820: 

Synopsis  of  the  Work  of  the  Society  for  Italian  Immi- 

GEANTS  DURIXG  THE  YeaRS   191 7,   1018,    1019 

Owing  to  conditions  created  by  the  war  the  Society  for  Italian 
Immigrants  suspended  the  publication  of  an  annual  report  in 
the  years  1917,  1918,  1919.  Xever,  however,  has  the  work  itself 
been  suspended,  although  modified  by  the  changed  circumstances 
brought  about  by  the  war,  and  it  is  the  aim  of  the  ])resent  report 
to  give  a  cOi*nprohensive  view  of  the  work  accomplished  during 
this  period  in  the  several  fields  of  the  Society's  activity. 

These  fields,  so  far  as  they  can  be  identified  with  definite 
physical  areas,  were,  before  the  war,  Ellis  Island,  the  Casa  per 
gl'  Immigranti  Italiani  (Llouse  for  Italian  Immigrants)  and 
the  principal  docks  and  railway  stations  of  the  city.  To  these, 
the  war  added  another,  the  Federal  Bureau  in  the  Custom  Llouse. 


Civic  and  Otii^ir  Oroanizatioxs  32S3 

The  Itolutn  Rrscrvisis 
With  tlie  announcement  of  Italy's  purpose  to  enter  the  war, 
the  Society  ceased  dealing  with  immigrants  and  began  to  deal 
with  reservists  instead.  Under  its  several  aspects  this  meant 
dealing  with  men  exclusively  instead  of  men,  women  and  children, 
as  before:  it  meant  a  problem  of  departing,  instead  of  anivin;.;-, 
thousands;  and  it  meant,  on  the  part  of  the  Society,  assump- 
tion of  a  quasi-governmental  function  as  the  auxiliary  if  not 
the  recognized  agent  of  two  great  governments.  It  became  x\:c 
duty  of  the  Society  to  look  after  the  housing  and  feeding  of  by 
far  the  greater  part  of  the  enormous  number  of  Italian  reservists 
returning  to  their  native  country- ;  to  attend  to  the  transfer  of 
their  baggage;  to  meet  them  upon  their  arrival  and  escort  them 
again  to  the  steamer  upon  which  it  had  been  arranged  that  they 
should  depart.  Often  the  manager  would  be  notified  the  night 
before  of  the  expected  arrival,  early  the  following  morning,  of 
parties  aggregating  from  four  to  five  thousand  at  half-a-dozen 
different  railway  stations.  He  was  called  upon  also  to  advise 
with  the  railway  and  siteamboat  lines  upon  the  proper  routing  of 
dift'erent  groups  to  their  destination  here.  Upon  the  Society  was 
laid  the  charge  of  refunding  to  these  men  the  amount  of  their 
expenses  for  food  and  other  necessaries  on  their  iournev  to  the 
port  of  embarkation.  Sometimes  it  was  necessary  to  purchase 
articles  of  clothing  for  the  needy  ones.  After  the  United  States 
entered  the  war,  a  representative  of  the  Society  had  to  appear 
before  the  local  registry  boards  in  behalf  of  hundreds  of  Italians 
to  see  that  they  were  given  the  proper  classification  as  Italian 
reservists. 

During  all  this  time  the  Society  was  the  only  link  between 
the  Italian  authorities  and  the  reservists  and  the  Casa  per 
gP  Immigranti  Italiani  was  their  meeting  place  as  well  as  clear- 
ing house. 

The  Society  was  also  called  upon  to  feed,  lodge  and  otherwise 
assist  almost  1,000  Italian  soldiers  and  sailors,  brought  to  this 
country  to  take  charge  of  the  diiferent  government  purchases. 
We  lodged,  and  later  escorted  to  Montreal,  Canada,  the  crews  of 
eight  submarines,  as  well  as  200  Italian  sailors  and  ofticers  to 
Detroit,  Michigan. 

During  the  Liberty  Loan  drives,  the  Society's  agents  met  and 
placed  themselves  at  the  disposition  of  all  detachments  of  uni- 
formed men  from  the  Italian  armed  forces  here  to  assist  in  the 


3284     Citizenship  Training  in  the  State  of  New  York 

"  drives,"  and  now  that  the  war  is  over,  we  are  doing  practicallv 
the  same  work  for  the  reservists  returning  to  this  country  from 
Italy. 

United  States  Customs  Intelligence  Bureau 
During  the  years  1918  and  1919  all  friendly  aliens  desiring 
to  return  to  their  homes  abroad  were  obliged  to  apply  to  the 
Bureau  of  Passport  Control  in  Washington  for  a  permit  to  depart. 
Agents  to  issue  such  permits  were  appointed  throughout  tlie 
country.  In  order  to  obtain  this  permit,  the  applicant  had  to 
fill  out  certain  blanks  containing  many  questions  which  only  a 
person  with  a  fairly  good  education  could  answer  and  this  fact 
immediately  opened  a  new  field  for  ''graft"  to  those  who  thrive 
on  what  can  be  obtained  for  any  kind  of  service  to  an  immigrant. 
After  the  filing  of  the  application,  the  emigrant  was  obliged  to 
wait  from  one  to  two  weeks  for  an  answer,  and  during  all  of  this 
time  he  would  be  at  the  mercy  of  "  sharks,"  It  was  often  brought 
to  the  Society's  attention,  as  well  as  to  that  of  the  federal  author- 
ities in  charge,  that  Italians  paid  as  high  as  $50  to  have  their 
application  blanks  attended  to,  and  other  amounts  ranging  from 
$5  upwards  for  extra  services,  such  as  "interesting  an  official" 
to  O.  K.  the  application  to  depart  or  have  the  request  "  rushed 
through." 

It  became  urgent  for  the  Society  to  do  something  to  relieve 
this  situation  and  immediately  steps  were  taken  to  get  in  touch 
with  the  officials  in  charge  of  the  Customs  Intelligence  Bureau 
who  agreed  upon  a  method  of  co-operation  to  save  the  emigrant 
a  waste  of  time  and  money.  The  Society  sent  out  circulars 
throughout  the  United  States  advising  Italians  through  banks 
and  steamship  agencies  what  was  necessary  for  them  to  do  and 
arrangements  were  made  so  that  all  Italians  who  were  not  able 
to  fill  out  their  own  blanks  or  pay  a  small  fee  to  have  the  work 
done,  should,  upon  their  arrival  here,  call  upon  this  Society, 
which  stood  ready  to  render  all  possible  assistance  without  charge. 
In  spite  of  the  small  office  force  available  there  weie  days  when 
from  thirty  to  forty  sets  of  applications  were  filled  out,  each  set 
consisting  of  three  copies. 

Gradually,  as  the  Intelligence  Bureau  perfected  its  organiza- 
tion, the  grafters  were  put  out  of  business.  It  was  to  this  office 
that  the  prospective  passenger  was  obliged  to  come  to  obtain  the 
necessary   vise   to   his   passport   before  he   would   be   allowed   tu 


Civic  and  Other  Organizations  3285 

depart,  and  no  one  was  permitted  in  the  office  except  tlie  pas- 
senger himself.  This  nile  was  relaxed,  however,  in  favor  of  the 
Society's  agents,  who  were  thus  enabled  to  act  directly  for  the 
reservists,  and  during  all  the  time  this  privilege  was  enjoyed 
there  was  not  one  single  case  of  friction  or  differences  of  opinion 
between  the  Society's  representative  and  the  officials  whose  con- 
fidence they  held. 

Internal  Revenue  Service 

Early  in  1919  the  United  States  Customs  Intelligence  Bureau 
was  done  away  with  and  in  its  place  as  a  sort  of  watch  and  control 
office,  there  came  into  existence  the  bureau  of  the  Internal 
Eevenue  Collector,  whose  duty  it  became  to  see  to  it  that  no 
one  left  the  country  without  showing  proof  that  he  had  satisfied 
his  obligations  by  the  payment  of  his  income  tax.  This  system 
is  still  maintained,  revenue  agents  being  at  the  docks  on  all  sail- 
ing days  to  inspect  the  tax  receipts  without  which  the  emigrant 
would  not  be  allowed  to  depart. 

As  supervising  agent  of  this  office.  Col.  Daniel  C.  Porter  has 
willingly  acknowledged  the  aid  afforded  his  office  staff  as  well 
as  the  departing  emigrants  by  the  Society's  representatives  in 
settling  the  disputes  that  so  often  arise  over  a  tax  that,  at  first 
glance,  at  any  rate,  is  apt  to  appear  to  the  be^vildered  emigrant 
wholly  inadmissible  and  quite  out  of  proportion  to  his  earnings. 
The  Society's  agents,  being  careful  to  espouse  none  but 
meritorious  cases,  have  been  influential  in  obtaining  many  reduc- 
tions, and  while  thus  serving  the  interest  of  the  emigrant  have 
maintained  such  good  relations  with  the  officials  of  this  service 
that  they  have  frequently  been  called  upon  to  investigate  cases 
where  Italians  had  been  defrauded,  or  where  an  interpreter  was 
required. 

Reservists  Coming  Back 

Now  that  the  war  is  over,  many  of  the  reservists  are  returning 
to  this  country.  The  Italian  law  requires  that  all  that  wish  to 
return  must  do  so  within  two  years'  time.  A  recent  newspaper 
estimate  says  that  of  100,000  living  reservists  from  the  United 
States,  60,000  will  return  this  year.  The  same  authority  esti- 
mates that  more  Italians  will  embark  for  the  United  States  this 
year  than  in  the  record  year  1913,  when  375.000  came  here.  The 
Consulate  in  Naples  is  said  to  be  besieged  at  present  with  the 
applications  of  those  seeking  to  return. 


3286     Citizenship  Tkaining  in  the  State  of  New  York 

Escort  Service 

Our  agents  are  on  hand  to  meet  all  Mediterranean  steamers 
carrying  Italians,  and  assist  those  lauding  and  admitted  on  the 
docks  to  their  destinations  in  the  city  or  the  suburbs,  or  when 
going  out  of  town,  to  the  different  railroad  stations.  In  a  great 
manv  cases  where  immie-rants  arrive  without  suliicient  fui;d--  to 
proceed  to  their  destinations  or  possesjed  of  an  indefinite  address, 
our  representatives  ask  for  their  discharge  in  care  of  this  Society, 
whereupon  they  are  escorted  to  the  Casa,  there  to  await  com- 
munication with  relatives  and  the  conclusion  of  :uch  arrange- 
ments as  may  be  necessary.  These  agents  are  also  of  great  use 
to  both  customs  and  immigration  officials,  being  in  constant 
demand  to  act  as  interpreters.  In  this  way  they  render  a  great 
service  in  facilitating  the  examination  of  baggage,  among  other 
things. 

At  the  present  time  (March,  1920)  some  10  per  cent,  of  this 
immigration  is  new,  consisting  of  refugees  from  the  invaded 
provinces  of  Italy  —  men,  women,  and  children,  quite  a  large  part 
of  it  young  children.  These  are  greatly  ia  need  of  vrann  cloth- 
ing and  sometimes  lack  the  food  necessary  to  sustain  them  on  the 
journey  to  their  destination.  The  Society  tries  to  .'^upply  these 
things,  but  has  not  sufficient  means  to  attend  to  all  the  wants 
that  come  to  the  attention  of  its  agents. 

At  the  Casa 

For  the  period  January  1,  1917,  to  December  31,  1919,  there 
were  lodged  and  fed  in  the  Casa  per  gl"  Italian!  2;"), 778  ijirnii- 
grants  who  paid  for  a  total  of  45,128  days  of  maintenance  and 
for  whom  there  had  to  be  prepared  135,381  meals.  In  1919 
alone,  the  Casa  was  filled  to  capacity  almost  every  weekday,  having 
lodged  16,447  immigrants  who  stopped  on  an  average  of  two 
and  three-fourths  days  per  capita.  There  were  fully  8,000  others 
for  whom  we  secured  accommodation  outside  in  other  hotels 
known  to  be  run  on  strictly  honest  lines.  Our  inability  to  give 
shelter  to  so  many  immigrants  was  simply  due  to  a  lack  of  room. 
We  can  accommodate  only  220  persons  and  there  were  da  v.?  when 
600  passengers  would  be  advised  to  our  care. 

There  are  at  present  fully  1,000  banks  and  steamship  agents 
throughout  the  United  States  who  advise  their  clients  tg  our  care. 
The  Society's  agents  meet  them  on  arrival  at  the  railroad  stations, 
accompany  them  to  our  offices,  arrange  for  the  stamping  of  thc"r 


Civic  and  Other  Organizations  3287 

fetenraslup  tickets,  look  after  the  viseing  of  their  passports,  assist 
them  with  the  filing  of  their  individual  income  tax  reports,  and 
escort  them  to  their  steamer  on  the  morning  of  their  sailing, 
all  of  which  services  are  included  in  the  cost  of  $1.50  per  day, 
which  pays  also  for  lodging  and  three  meals.  The  meals  are  of 
plain  cooking  (Italian  style),  substantial  and  wholesome.  The 
passengers  sleep  in  single  beds  in  large,  well-lighted  and  well- 
ventilated  dormitories.  They  also  have  the  use  of  hot  and  cold 
shower  baths. 

Since  the  Society  opened  the  house  for  Italians,  it  has  fed, 
lodged  and  otherwise  assisted  222,743  immigrants,  exclusive  of 
thousands  with  whom  we  have  come  in  contact  either  through  our 
representative  at  Ellis  Island  or  on  their  landing  on  the  steamship 
docks.  Each  for  one  reason  of  another  remembers  the  assistance 
given  by  The  Society  for  Italian  Immigrants  and  as  time  goes 
on  and  some  sort  of  information  is  desired,  they  write  to  us. 
Requests  are  received  to  locate  numerous  friends  or  relatives  or 
to  settle  diiferent  matters  of  business.  Then  again,  we  have 
many,  many  requests  to  trace  lost  or  mislaid  baggage  and  arrange 
to  have  it  forwarded  to  Italy  or  brought  on  to  this  city  and  then 
shipped  to  the  owner's  address,  as  the  case  may  require.  This 
tracing  of  lost  baggage  and  restoring  to  the  immigrant  something 
which  he  had  come  to  believe  lost  for  all  time,  keeps  us  in  touch 
with  Italians  for  a  long  time  after  they  have  first  received  our 
assistance.  There  have  been  instances  where  basfffafre  claims  have 
kept  us  in  correspondence  with  the  immigrant  for  months  and  in 
several  cases  for  over  a  vear. 

t/ 

The  Lahor  Bureau 
Previous  to  the  war,  our  free  labor  bureau  was  in  a  position 
to  supply  as  many  men  as  requested  by  the  different  construction 
companies,  etc.,  but  for  the  last  three  years  it  has  been  impossil)le 
to  meet  the  many  demands  made  upon  us  for  laborers.  The 
reason  for  this  is  that  at  the  outbreak  of  the  war  Italian  laborers 
(the  younger  element  and  in  greater  demand)  returned  to  Italv 
to  join  the  army  m  such  numbers  that  their  absence  was  keenly 
felt  wherever  formerly  employed,  and  the  comparative  light  immi- 
gration at  the  time  made  the  situation  rather  serious.  Of  the 
few  Italians  rem,aining  in  this  country,  many  accepted  positions  at 
munition  plants,  and  the  real  climax  came  when  the  United 
States  entered  the  war,  when  hundreds  of  thou?ands  joined  our 


8288     Citizenship  Te.uning  in  the  State  of  New  York 

forces.     iN'ow,  with  the  Italians  returning  to  this  country,  it  is 
hoped  that  we  may  soon  be  in  a  position  to  siipply  help  again," 
for  about  70  per  cent,  of  the  Italian  laborers  who  left  this  country 
have  been  discharged  from  Italy's  forces  and  a  large  proportion 
of  them  are  said  to  be  on  their  way  back  to  the  United  States. 

Education 

For  the  past  four  years  the  Sociely  has  looked  after  the  educa- 
tion of  a  young  medical  student,  and  it  has  decided  to  apply  every 
year  a  certain  sum  with  which  to  provide  scholarships  for  the 
education  of  two  children  of  Italian  immigrant  paientage.  Xo 
particular  profession  or  trade  will  be  preferred  in  order  that 
better  advantage  may  be  taken  of  each  need  imd  opportunity  when 
it  occurs. 

The  last  camp  school  of  the  Society  closed  in  Xovember,  1916, 
and  since  that  time  nothing  has  been  attempted  in  the  direction 
of  teaching  English  to  laborers.  This  and  the  closely  related 
work  of  so-called  Americanization,  or  instruction  in  citizenship, 
is  of  undoubted  value  and  will  be  resumed,  it  is  hoped,  when 
conditions  warrant  it. 

The  ^¥ork  at  Ellis  Island 

In  place  of  the  forty-four  societies  represented  on  the  Island 
before  the  war,  there  is  at  pre-ent  a  Visitation  Committee  com- 
posed of  seven  members  who  are  entrusted  to  carry  on  all  the 
philanthropic  work  on  the  Island.  As,  under  tbe  ruling  of  the 
Commissioner-General  of  Immigration  this  commission  of  seven 
cannot  be  increased,  the  Italian  member  of  the  Board,  who  repre- 
sents the  interests  of  The  Society  for  Italian  Immigrants,  is  con- 
fronted with  a  difficult  task,  as  esiprcially  at  this  present  time 
about  95  per  cent,  of  the  immigration  is  from  Italy. 

Of  his  work  there,  the  Society's  representative  ou  the  Island 
writes:  "It  can  be  developed  to  such  an  extent  that  it  would 
require  a  large  working  force  in  order  that  each  and  ever}'  indi- 
vidual immigrant  can  be  reached  and  none  permitted  to  go  astray. 
It  is  imperative  that  these  immigrants  be  given  assistance,  and  it 
is  a  recognized  fact,  not  only  by  the  immigration  officials,  but  by 
everyone  that  really  understands  the  situation  on  Ellis  Islnnd. 
Our  aid  and  advice  to  these  newcomers  is  absolutelv  essential 
and  it  must  be  carried  on  continuouslv  and  efficiently,  for  the 
welfare  of  these  aliens  lies  in  our  power.     To  neglect  tliem  would 


Civic  and  Other  Organizations  3289 

be  a  cruel  injustice,  for  they  must  liave  someone  to  guide  tliem 
and  above  all  save  and  protect  them  from  the  clutches  of  the 
"  human  sharks "  that  are  by  the  hundreds  waiting  for  their 
arrival  in  order  to  abscond  with  all  that  they  can  get  in  their 
possession. 

The  immigrants  themselves  ask  for  us  upon  their  arrival ;  they 
feel  relieved  when  we  approach  them  and  give  them  courage;' 
thev  bless  us  when  thev  realize  that  thev  have  someone  to  sho^V 
them  the  road  to  safety,  and  tell  their  troubles  to ;  they  become 
tranquil  and  calm  when  they  know  that  there  is  someone  on  the 
Island  that  is  looking  after  them ;  they  show  so  much  faith  and 
hope  in  us  that  it  is  a  great  pleasure  to  do  things  for  them.  The 
work  that  can  be  done  on  Ellis  Island  is  far  from  the  average 
person's  ideas,  and  no  one  can  understand  or  comprehend  the  good 
that  can  be  done  there  unless  they  should  have  the  opportunity 
of  observing  it  in  person  for  several  months.  Things  can  be 
said  about  Ellis  Island  that  it  would  take  volumes  to  narrate, 
for  there  you  will  find  all  species  of  human  nature. 

Attending  to  the  Needs  of  the  Immigrants 

The  immigrants  are  supplied  daily  with  newspapers,  tobacco, 
and  writing  paper.  Where  they  are  badly  in  need  of  shoes  and 
other  articles  of  clothing,  these  are  supplied.  Their  little  hoard 
of  lire  is  exchanged  into  American  money  at  an  advantageous 
rate  of  exchange.  Thev  are  escorted  to  the  railwav  station  and 
given  food  for  the  journey,  besides  being  relieved  of  the  labor 
of  attending  to  the  transfer  of  their  baggage.  "Whenever  so 
requested,  every  means  at  the  disposal  of  the  Society  are  availed 
of  to  trace  the  whereabouts  of  relatives.  All  of  this  is  done 
free  of  charge,  and  the  immigrants  are  warned  that  to  engage 
attorneys  to  appear  in  their  behalf  is  wasteful  and  unnecessary. 
The  provisions  of  the  Immigration  Law,  as  well  as  the  rules  and 
regulations  of  the  Island,  are  explained  to  them,  so  that  they 
may  understand  their  rights  and  privileges.  In  addition  to  this 
it  is  necessary  from  time  to  time  to  make  appeals  in  behalf  of 
the  excluded  immigrants  where  the  sentence  of  exclusion  has  been 
based  upon  a  too  narrowly  technical  construction  of  the  law. 

In  all  this  work  our  representative  reports  that  he  meets  with 
uniform  courtesy  and  attention  from  the  officials  on  the  Island, 
and  he  has  high  praise  for  their  co-operation  and  forbearance  in 


3290     Citizenship  Training  in  the  State  of  yE^v  York 

their  dealings  witk  "our  hasty  Italians."  With  the  representa- 
tives of  the  other  societies  he  also  co-operates  gladly  and  his 
report  concludes : 

"  We  also  realize  that  our  mission  upon  Ellis  Island  is  to  extend 
a  glad  hand  to  all,  and  to  listen,  patiently  and  intelligently  to 
the  wants  of  those  who  seek  our  aid.  We  do  all  we  can  to  be  of 
help  to  government  and  not  a  hindrance.  In  conclusion,  we  all 
try  to  help  each  other  in  every  respect,  for  we  all  feel  and 
appreciate  our  work  as  a  sacred  and  sublime  duty." 

The  Last  Six  Months 
The  following  is  a  report  of  activities  at  Ellis  Island  from 
June  to  December,  1919,  the  period  comprising  the  resumption 
of  immigration  after  the  close  of  the  war.  During  the  first  three 
months  there  was  little  immigration,  but  since  then  the  immi- 
grants have  been  coming  in  ever-increasing  numbers. 

During  the  above  stated  period  a  total  of  8,890  Italian  allies 
were  brought  to  Ellis  Island  to  appear  before  the  Board  of 
Special  Inquiry  and  of  this  approximately  99  per  cent,  were 
admitted.  Of  the  relatives  who  appeared  at  our  office  for  advice 
a  total  of  4,345  were  given  the  courtesy  and  attention  that  could 
be  given.  We  have  received  hundreds  of  telegrams  from  rela- 
tives throughout  the  United  States  and  Canada  requesting 
information  and  aid  for  their  relatives  detained,  and  approxi- 
mately 1,059  telegrams  were  sent  out  from  our  Ellis  Island  office 
giving  requested  information  and  advice. 

One  hundred  and  seventeen  appeals  to  the  Department  of  Labor, 
Washington,  D.  C,  in  behalf  of  excluded  aliens  who  were  ordered 
deported  have  been  made,  and  101  were  affirmed,  leaving  a  total 
of  sixteen  appeals  that  were  dismissed. 

Eour  hundred  and  eighty-five  special  audiences  were  had  with 
the  immigration  authorities,  and  196  appearances  were  made 
before  the  Board  of  Special  Inquiry  in  relation  to  the  admission 
of  aliens  that  were  excluded. 

Eighty  marriages  were  placed  in  the  Society's  charge  by  th-:^ 
Board  of  Special  Inquiry,  a  copy  of  the  marriage  certificate 
being  filed  in  the  executive  office  in  each  case. 

Eighty-four  cases  were  consigned  to  the  Society  to  see  that 
these  aliens  reached  their  proper  destination  and  were  placed  in 
proper  hands. 


Civic  and  Other  Organizations  3291 

Eight  applications  were  made  out  in  behalf  of  aliens  to  Italian 
authorities  in  Italy,  requesting  refund  of  passage  and  expenses 

incurred  by  these  deported  aliens  in  coming  to  the  United  States. 

Statistics  of  the  Society  for  Italian  Immigrants  (1919) 

General  Office  Work 

Investigations,  relatives  and  property  traced 1,9G4 

Money  eared  for  and  forwarded 32,775 

Lost   baggage   successfully    traced 40 G 

Sick  and  disabled  helped  in  various  ways 317 

Immigrants   assisted  with  money 259 

Letters    addressed    to    immigrants,    received    and    for- 
warded     

Immigrants   for   whom    the    Society    has    obtained    an 

exchange  or  refund  of  steamship  tickets 239 

Immigrants  for  whom  the  Society  has  obtained  cost  of 

food  and  lodging 2,-14-4 

Immigrants  assisted  on  the  docks  (monetary  aid,  bag- 
gage,  etc.)    "^ 25% 

Sailings     of     immigrant-carrying    ships     attended    by 

Society's  agents    171 

Special    cases   with    regard   to    robberies,    embarkation 

refused,  etc.,  attended  to  on  docks 389 

Charity  cases  investigated,  consular  tickets  obtained.  .  .  619 
Investigations     for     the     Royal     Italian     Consul     and 

Inspector  of  Emigration 81 

General  Woi'l-  at  Ellis  Island 
Claims  presented  to  Italian  Arbitrary  Commission  for 

refund  of  tickets  and  indemnity  for  deported 5 

Deported  lists   to   Italian   Government   through   Royal 

Inspector   of   Immigration 2 

Relatives  of  immigrants  given  information  and  advice.  4,345 
Telegrams  to  relatives  or  friends  of  detained  immigrant.  1,059 
Special  audiences  with  United  States  Federal  author- 
ities to  immigrants'  relatives 485 

Money  sent  to  detained  immigrants  and  deposited  with 

Federal  Treasurer  at  Ellis  Island 5,335 

Matrimonial  witnessings yo 

Appearances  before  Board  of  ''  Special  Inquiry  '' lOu 


3292     Citizenship  Trailing  ix  tite  State  of  Xeav  York 

Appeals  to  authorities  at  Washington  for  immigrants' 

admission    101 

"  'Specials  "  given  in  charge  of  the  Society  for  a  period 

of  three  years    84 

Searches  of  United  States  custom  records  for  immi- 
grants' haggage  2 

General  Worl-  of  the  Employment  Bureau 

Laborers  placed  at  work 4,412 

Applicants  for  work   4,412 

Laborers  requested  for  work 5,672 


47.  United  Textile  Workers  of  America,  Bible  House,  New  York 
City. 

John  Golden,  international  president;  Sara  A.  Conboy,  inter- 
national secretary-treasurer;  Thomas  F.  McMahon,  international 
first  vice-president ;  Frank  McKosky,  international  second  vice- 
president  ;  James  Starr,  John  Hanley,  John  II.  Powers,  Arthur 
McDonnell,  George  Creech,  Charles  Burns,  Lewis  Ludwig,  A.  T. 
Harbin,  George  ^Vliite,  executive  council. 

"  I  regret  very  much  I  was  unable  to  keep  my  promise 
to  testify  at  the  educational  hearing  yesterday  in  City  Hall. 
I  was  in  Lowell,  Mass.,  on  a  verv  serious  strike  situation 
and  could  not  possibly  get  away  until  last  evening.  Other- 
wise I  should  have  certainly  been  glad  of  the  opportunity 
to  have  been  present,  not  only  to  testify,  but  to  help  in  any 
other  way  possible  in  the  splendid  work  being  done  by  the 
Lusk  Committee  in  getting  at  the  real  facts  in  connection 
with  the  seditious  activities  of  such  a  lai'ge  number  of  the 
foreign  element,  who  are  not  and  never  intend  to  be  citizens 
of  this  country." 

48.  Woman  Suffrag"e  Party  —  Americanization  Bureau,  Miss 
Esther  Lape,  secretary: 

In  an  interview  with  a  representative  of  the  Committee  during 
November,  1919,  Miss  Lape  stated  in  part  as  follows: 

"  We  are  trv-ing  to  avoid  political  education.  We  think 
it  is  likely  to  be  bad  for  women  before  they  speak  the  Eng- 
lish language.      The  first  thing  we  did  after  women  got  the 


Civic  and  Other  Organizations  3293 

vote  was  to  get  a  bill  through  the  Legislature  to  train 
teachers  for  the  foreign-bom.  Columbia  co-operated  and  has 
given  two  training  institutes  of  six  weeks  e.ach.  It  has  also 
been  done  in  Syracuse,  Rochester  and  Albany.  This  last 
summer  there  were  7  to  9  institutes  of  six  weeks  each  in 
the  State  of  Xew  York.  We  send  out  literature  among  the 
native-born  to  get  them  after  the  foreign-born.  We  have 
wanted  to  avoid  the  mechanics  of  voting  in  what  we  teach; 
also  we  have  tried  to  avoid  naturalization  for  the  sake  of 
voting." 


CHAPTER  XIII 

Colleges  and  Universities 

1.     TESTIMONY   OF   COLLECrE   EEPHESENTATIVES 

a.     Adelphi 
In   a  public  hearing  before  this   Committee  on  January   17, 
1920,  Dr.  Frank  Dickinson  Blodgctt,  president  of  Adelphi  Col- 
lege, Brooklyn,  testified  in  substance,  in  answer  to  questions,  as 
follows : 

"  I  have  been  in  academic  work  since  1893  —  twenty-two 
years  in  the  Oneonta  State  Xormal  School,  and  since  1915 
I  have  been  president  of  Adelphi  College.  Adelphi  is  a 
college  of  liberal  arts  for  women,  giving  a  four-year  course 
leading  to  the  A.  B.  degree.  We  have  about  400  students. 
"  While  the  matter  of  the  training  of  teachers  has  been 
my  concern  for  some  time,  it  was  not  until  last  September 
that  I  had  considered  the  matter  of  teachers  especially 
trained  to  instruct  adult  aliens.  We  are  about  to  start 
courses  designed  for  this  purpose,  in  accordance  with  the 
State  Education  Department  requirements.  It  is  difficult 
to  say  whether  this  proposed  training  will  be  adequate  to  fit 
teachers  for  this  work,  for  as  far  as  I  know,  it  has  never 
been  tried;  but  I  should  say  that  if  there  is  going  to  be  a 
weakness  in  it  anywhere,  it  will  be  in  bringing  into  the 
field  too  young  and  too  inexperienced  people.  I  believe  that 
it  will  take  a  peculiar  type  of  mind  and  a  person  who  has 
sympathy  with  and  understanding  of  the  foreign-born,  and 
that  the  requirements  should  be  not  so  much  educational  as 
the  general  requirements  of  maturity  and  common  sense. 

"Besides  a  pedagogical  test  for  the  selection  of  teachers 
for  the  foreign-bom,  I  believe  that  there  should  be  a  char- 
acter test.  The  only  test  that  I  know  of  at  the  present  time 
is  that  any  person  entering  a  state  normal  school  must  have 
a  character  certificate.  It  seems  to  me  that  if  there  is  any 
place  on  earth  where  we  should  test  a  person's  patriotism, 
Americanism  and  good  all-around  character,  it  is  for  any 
one  who  contemplates  the  teaching  of  adult  foreigners.  I 
believe  that  a  law  requiring  such  a  character  test  would  be 
a  good  thing. 

"  I  am  not  sure  that  the  present  courses  for  training 
teachers  for  adult  aliens  would  give  a  knowledge  of  racial 
background  and  Iiistory,  hni  it  would  seem  to  me  inadvisable 

[3294J 


Colleges  and  Universities  3205 

to  insist  upon  this  at  the  present  time,  for  there  wouhi  ])e 
too  few  who  could  qualify.  That  is  something  that  a  teacher 
could  learn  if  he  had  the  other  requirements.  It  would  seem 
to  me  advisable,  however,  if  it  could  be  accomplished. 

"  The  question  of  moral  development  has  been  much  under 
discussion.  It  seems  to  me  that  in  this  matter  of  character 
building,  no  matter  how  you  drive  the  nail  it  will  have  to 
be  clenched  bv  the  actual  doing.  I  mean  bv  that  that  vou 
get  character,  not  by  talking  about  it,  but  by  doing  it  —  by 
having  a  teacher  insist  that  work  be  well  done  when  it 
should  be  done  and  that  the  people  doing  it  should  abide 
by  the  rules  of  the  game  and  play  on  the  square.  I  should 
say  that  emphasis  should  be  laid  on  the  character  of  the 
teacher. 

"I  do  not  think  that  the  present  compensation  for  teach- 
ing is  sufficient  to  attract  to  the  profession  persons  of  com- 
petence and  character.  We  have  lost  some  people  of  desir- 
able ability  and  character  because  of  it,  and  on  the  other 
hand,  some  have  remained  in  spite  of  it.  On  the  whole, 
I  should  say  that  we  have  lost  more  good  material  from  the 
fact  that  the  compensation  has  not  reached  or  attracted  stu- 
dents to  the  normal  schools. 

"  I  do  not  want  anything  that  I  have  said  to  be  construed 
against  the  teaching  profession  as  a  whole,  for  I  think  it  is 
mighty  fine." 

b.  Columbia 
In  a  public  hearing  before  this  Committee  on  January  17, 
1020,  Professor  John  Jacob  Coss,  director  of  the  Columbia 
University  Summer  Education  and  assistant  professor  of  the 
Department  of  Philosophy,  testified,  in  substance,  in  answer  to 
questions,  as  follows: 

"  In  the  course  of  my  professional  activities,  I  do  not 
feel  that  I  have  made  a  study  of  the  problems  of  education 
of  adult  aliens,  and  I  regret  that  almost  nobody  in  the  coun- 
Uy  has  done  so.  However,  at  Columbia  Universitv  Summer 
School  for  two  years  we  have  been  giving  courses  in  the 
teaching  of  English  to  adult  foreigners.  We  are  now  giving 
courses  in  Columbia  House  which  is  an  integral  part  of  the 
University,  particularly  given  over  to  the  matter  of  the 
education  to  foreign-born  and  comparatively  uneducated 
native-born,   in   all   matters  pertaining  to  good   citizenship. 


3296     Citizenship  Training  in  the  State  of  New  York 

We  are  training  teachers  there,  tlirongli  such  courses  as 
Methods  of  Teaching  English  to  Foreigners  (this  course  is 
being  increasingly  selected).  History  of  Immigration,  the 
Immigrant  in  Industry,  Civics  for  the  Foreign-bom,  Wel- 
fare Agencies  in  Americanization,  etc.  All  of  these  are  by 
specialists  for  those  who  are  expe^-ting  to  engage  in  the  work 
of  teaching  the  foreign-born, 

"  There  are  no  special  requirements  for  admission  to  these 
courses  except  maturity  and  ability  to  profit  by  taking  them. 

"  The  work  has  started  in  conjunction  with  the  Church 
Women's  League  for  Patriotic  Service.  They  had  a  group 
of  young  women,  social  workers,  chiefly,  who  they  wanted 
to  train  for  that  work,  and  thev  came  to  us  to  ask  Ub  to 
provide  the  instruction. 

"  I  believe  that  there  are  problems  to  be  faced  in  teaching 
adults  which  are  probably  different  from  the  problems  of 
teaching  minors,  particularly  minors  below  the  age  of 
eighteen  years.  I  should  think  that  the  ideal  teacher  of  an 
adult  foreign  grade  would  have  these  qualifications:  First, 
a  knowledge  of  the  language  of  the  group  being  taught; 
second,  a  knowledge  of  the  history  of  the  country  from 
which  the  group  comes,  particularly  of  its  contemporary, 
social  and  political  condition;  third,  a  knowledge  of  Ameri- 
can ideals  and  institutions;  fourth,  an  ability  to  do  two 
things  in  the  way  of  teaching  —  by  a  direct  method  increase 
the  vocabulary,  the  reading  and  speaking  ability  of  the  group 
and  at  the  same  time  and  through  the  same  methods  in  the 
subject  matter  used,  increase  an  appreciation  of  what 
American  ideals  are  and  a  knowledge  of  American  institu- 
tions. I  should  also  say  that  it  would  be  necessary  to  have 
a  knowledge  of  foreign  backgrounds,  because  it  will  bring  a 
bond  of  acquaintance  and  sympathy  between  those  taught 
and  the  person  teaching  without  which  it  is  very  difficult 
to  establish  a  genuine  connection. 

''  I  think  it  would  be  desirable  to  make  sure  that  the 
character  and  the  personality  of  every  teacher  is  of  the 
highest  type,  although  I  realize  that  that  would  be  a  difficult 
thing  to  do. 

''  I  am  positive  that  the  pi'esent  compensation  of  teachers 
is  inadequate.  At  Columbia  we  have  now  a  basic  salary  of, 
dr  j)ersons  in  the  instructorial  gvade,  $2,000.      I  think  that 


Colleges  and  ITnivkusities  3297 

is  fair.  The  salary  scale  runs  up  to  $6,000,  which  if^  the 
basic  salary  of  a  full  professor.  About  50  per  cent,  of  those 
receiving  $2,000  are  married  men  and  I  should  say  they 
are  about  twenty-seven  years  old. 

"  I  have  never  been  able  to  convince  myself  that  it  is  true 
that  lack  of  remuneration  has  anything  to  do  with  the 
extreme  liberal  tendencies  that  seem  to  crop  out  in  some  of 
our  schools. 

"  I  think  it  might  be  well  if  some  svstem  could  be  devised 
whereby  the  government  would  be  given  credit  ror  its 
achievements  along  constructive  lines.  It  seems  to  me  that 
those  who  are  seeking  for  social  reform  would,  along  with 
their  complaints,  give  due  recognition  for  achievements. 

"A  point  which  I  should  like  to  stress  is  the  advisability 
of  having  a  syllabus  prepared  by  a  committee,  following  the 
splendid  progress  that  has  already  been  made  in  the  new 
history  syllabus  of  the  State  of  New  York,  for  the  presenta- 
tion of  American  ideals  and  institutions. 

''Another  point  I  should  like  to  emphasize  is  the  matter 
of  supervision.  We  can  have  all  the  laws  we  like  and  all 
the  syllabi  we  like,  but  it  is  to  no  avail  unless  we  have 
adeqtiate  supervision. 

"  The  problem  of  education  for  the  adult  foreigner  is  a 
difficult  one,  because  they  must  work  and  study  at  the  same 
time.  Some  study  will  have  to  be  put  into  the  working  day. 
'How  that  can  be  done  without  either  having  a  complicated 
system  of  state  reimbursement  to  employers  for  time  out,  or 
state  compulsion  of  employers  to  introduce  such  a  system 
of  teaching  for  adult  foreign-born,  I  do  not  see.  The  night 
school  does  not  seem  to  be  a  solution,  for  workers  are  too 
tired  to  study  at  night,  and  if  they  do  it  under  any  kind 
of  pressure  they  will  not  do  it  effectually.  I  do  not  believe 
in  any  kind  of  compulsory  education  for  adult  foreigners. 
The  best  way  to  get  them  to  learn  English  is  to  get  employers 
to  realize  the  importance  of  it,  and  the  benefit  to  themselves 
of  having  their  employees  speak  English  and  to  realize  their 
own  responsibility  to  provide  facilities.  If  the  industries 
were  forced  to  do  this  it  is  a  fair  question  whether  we  would 
not  be  putting  a  larger  load  upon  them  than  they  can  justly 
be  called  upon  to  carry.  On  the  other  hand,  it  is  a  work  of 
public  welfare,  and  it  would  not  seem  to  me  unjust  nor 
104 


329S     CiTizEN-siiip  Training  in  the  State  of  New  York 

unreasonaLle  to  expect  the  state  to  contribute  at  least  a  por- 
tion of  the  cost  of  educating  foreign-born  labor  in  the 
industries." 

0.     New  York  "University 

Before  a  public  hearing  of  this  Committee  on  January  17, 
1920,  Elmer  Elsworth  Brown,  Chancellor  of  Xew  York  Univer- 
sity, testified,  in  substance,  as  follows: 

"  We  have  given  certain  consideration  to  the  question  of 
education  for  adult  aliens  and  the  preparation  of  teachers 
for  that  work.  We  are  now  trying  to  bring  about  an  effective 
co-operation  between  our  school  of  pedagogy  and  our  division 
of  public  affairs,  with  this  very  thing  in  mind. 

"  It  has  been  brought  to  my  attention  that  the  teachers  in 
evening  schools  are  the  very  people  who  take  it  up  as  a 
secondary  occupation,  and  who  do  not  regard  it  as  a  very 
serious  part  of  their  work,  and  the  work  suffers  in  conse- 
quence. This,  I  believe,  is  in  some  measure  due  to  inade- 
quate compensation. 

"  Two  years  ago  teachers  of  English  and  civics  were 
receiving  $290,  which  was  not  enough.  My  own  impression 
is  that  we  are  not  taking  seriously  enough  the  work  of  our 
evening  schools,  not  only  in  our  public  schools,  but  in  our 
universities  as  well.  The  work  of  the  night  school  teacher 
should  involve  something  more  than  merely  being  in  the 
classroom  for  two  hours.  There  should  be  plenty  of  teachers 
for  night  schools  who  would  make  that  their  principal  work 
and  who  during  the  day  would  be  engaged  in  an  occupation 
that  is  tributary  to  the  night  work.  They  could  be  getting 
in  contact  with  the  life  of  their  pupils  if  they  were  teaching 
adult  foreigners. 

''  Everything  possible  should  be  done  to  assure  the  public 
of  the  fact  that  the  teachers  are  loyal  Americans,  but  there 
would  be  a  difficulty  in  conducting  any  sort  of  character 
tests. 

"We  have  one  interesting  adjunct  of  the  University  in 
the  Theodore  Greeley  White  fund  of  $90,000  for  the  train- 
ing of  young  men,  particularly  on  the  West  Side  of  New 
York,  in  citizenship,  and  for  several  years  now  the  different 
men  who  have  been  in  charge  of  o])erations  under  that  fund 
have  been  giving  special  attention  to  the  presentation  of 
knowledge  of  citizenshij),  the  ideals  of  American  citizen.'^hip 


Colleges  and  Univeesities  3299 

to  the  boys  there  on  the  West  Side  with  whom  they  come 
in  contact.     This  is  done  in  co-operation  with  the  settlements. 

"'Kew  York  University  could  supply  teachers  and  lecturers 
for  Americanization  work  in  connection  with  settlements  and 
churches,  etc.,  hut  I  must  say  frankly  that  the  compensation 
is  too  low  to  draw  adequate  numbers. 

"  If  the  state  should  undertake  to  provide  teachers  for  the 
foreign-born,  'New  York  University  could  enter  at  once  upon 
the  training  of  them.  We  have  all  the  machinery  ready  for 
it.  You  cannot  get  the  people  you  want  by  adjusting  the 
matter  of  salary.  Those  who  go  into  this  work  simply  for 
the  salary  are  not  going  to  be  the  kind  of  people  you  want. 
They  will  not  have  the  real  burning  and  intelligent  Ameri- 
canism that  is  necessary." 

2.  COMMUNICATIONS    FROM    EDUCATORS 

The  principal  colleges  and  universities  of  the  State  of  ISTew 
York  were  circularized  by  the  Committee  with  a  view  to  obtain- 
ing the  advice  of  their  heads,  prominent  in  the  educational  fields, 
as  to  requirements  and  compensation  for  teaching  of  the  foreign- 
born,  what  their  own  school  could  do  to  train  teachers  for  this 
work,  and  any  information  or  advice  they  might  volunteer  on  the 
subject  of  immigrant  education  and  citizenship  training.  We 
quote  verbatim  from  the  letters  received  in  reply. 

a.  Adelphi  College,  Brooklyn,  Dr.  Frank  D.  Blodgett,  president, 
October  10,  1919: 

''A  few  days  ago  Miss  Elizabeth  M.  Woodward  of  the 
State  Education  Department,  who  is  engaged  in  the  work  of 
arranging  for  teaching  foreigners,  called  upon  me.  She 
reported  a  great  shortage  of  suitable  teachers  for  this  work 
(immigrant  education).  I  recommended  a  few  teachers  to 
her  and  told  her  that,  when  we  could  learn  definitely  just 
what  requirements  the  Education  Department  judged  neces- 
sary for  such  teachers,  Adelphi  would  be  glad  to  do  all  in 
its  power  along  the  lines  of  its  work  to  co-operate  in  pre- 
paring such  teachers.  I  am  glad  to  give  you  the  same 
assurance. 

"  I  hesitate  to  give  you  my  personal  views  regarding  the 
requirements  of  such  teachers  because  I  do  not  feel  that  I 
have  studied  the  subject  of  the  condition  of  non-English- 
speaking  people  thoroughly  enough   to   make  my  views   of 


3300     CrnzEisSHip  Traimxg  ix  the  State  of  New  Yoek 

value.  I  have  watched  somewhat  the  work  of  teaching 
English  to  foreigners  as  it  is  conducted  at  the  Central  Branch 
of  the  Young  ]\[eu's  Christian  Association  of  Brooklyn. 
Apparently  the  success  of  the  work  is  determined  very 
largely  by  the  personality  of  the  teacher  and  that  teacher's 
thorough  understanding  of  the  '  psychology' '  of  the  particular 
group  of  foreigners  to  be  instructed. 

"  The  compensaaon  for  this  work  should,  of  course,  be 
good,  hut  I  am  inclined  to  think  that  the  problem  will  not 
be  so  much  the  pay  for  the  work  as  to  find  people  who 
can  do  it. 

"  I  have  watched  newspaper  accounts  of  the  work  of  your 
Committee  and  I  have  felt  much  confidence  in  it  because  von 
seem  to  be  making  a  thorough  study  of  conditions,  something 
which  many  of  us  engaged  in  working  in  other  parts  of  the 
education  field  have  not  done.  I  believe  you  are  working 
along  the  right  lines.  Seditious  activities  will  not  grow  less 
as  long  as  un-Americanized  foreigners  get  hold  of  the  second 
generation  —  some  way  must  be  devised  to  reach  the  first 
generation. 

"  Some  of  our  college  girls  who  are  specializing  in 
sociolog}'  and  economics  could  do  good  work  in  this  field  in 
getting  at  the  women.  I  doubt  the  advisability  of  trying  to 
enlist  them  in  work  with  the  men." 

b.  Alexander  Hamilton  Institute,  Astor  Place,  New  York  City, 
Jeremiah  Jenks,  Ph.D.,  LL.D.,  Research  Professor  of  Government 
and  Public  Administration,  New  York  University,  November  29, 
1919: 

"In  reply  to  your  letter  of  November  21st,  permit  me  to 
make  the  following  summary  statements  regarding  my  judg- 
ment on  the  questions  asked: 

"1.  Education  should  be  compulsory  for  adult  foreigners 
as  a  condition  for  citizenship.  Careful  inquiry  should  be 
made  regarding  those  who  stay  in  this  country  without  citi- 
zenship. They  should  be  registered,  and  carefully  and  regu- 
larly checked  up. 

"2.    Candidates  for  citizenship  should  be  trained  in: 

''(a)   Reading  and  writing  the  English  language; 

"(b)   American  history; 

"(c)    Actual  American  government; 


Colleges  and  Universities  3 -"01 

"(d)  Elements  of  economic  (business)  principles;  for 
example,  the  distinction  between  money  wages  and  real 
wages;  that  is,  what  the  money  wages  will  buy;  the  fact 
that  wages  must  be  paid  out  of  the  value  of  the  product  of 
the  industry,  not  out  of  profits ;  that  an  increase  in  the  value 
of  the  product  by  either  increasing  its  quantity  or  improving 
its  quality  furnishes  a  fund  —  and  usually  the  only  fund  — 
from  which  wages  can  be  raised;  and  similar  elementary 
fundamental  ideas  of  business. 

"  3.  The  public  should  provide  schools,  although  there  is 
no  objection  to  certain  private  foundations,  industrial  or 
religious,  furnishing  the  training,  provided  that  such  train- 
ing is  under  governmental  supervision. 

''  4.  The  large  industries  should  be  encouraged  to  furnish 
training  to  their  foreign-born  employees;  especially  in  all 
matters  that  pertain  to  their  work  and  that  would  be  advan- 
tageous in  the  long  run  to  the  company.  If  they  will  supply 
the  further  education  needed  for  citizenship,  so  much  the 
better ;  but  the  burden  should  be  primarily  on  the  public. 

"  5.  In  connection  with  all  of  this  training  the  following 
things  should  be  kept  in  mind: 

"(a)  The  importance  of  getting  the  foreigner's  point  of 
view,  as  a  condition  of  planning  and  carrying  out  the 
training. 

"(b)  The  importance  of  elementary  business  principles 
to  which  I  referred  above.  I  am  not  sure  but  that  this  is, 
on  the  whole,  the  most  important  single  thought  to  be  kept 
in  mind. 

"(c)  The  importance  of  the  sound  political  ideas  now 
found  in  the  Constitution  of  the  United  States  and  in  the 
historv  of  this  countrv.  These  facts  should  be  carefullv 
sought  out  and  made  clear.  A  large  part  of  our  difficulties 
at  the  present  time  come  from  the  fact  that  people  do  not 
understand  just  what  progress  has  been  made  by  our  poorer 
people,  how  much  greater  that  progress  is  here  than  in  other 
countries,  and  how  relatively  great  the  promise  is  of  con- 
tinued improvement. 

"(d)  Probably  many  of  these  ideas  can  be  most  easily 
and  most  thorouffhlv  taught  hv  means  of  lantern  slides  and 
moving  pictures  and  used  in  co-operation  with  lectures  and 
text-books. 


3302     Citizenship  Training  in  the  State  of  New  York 

"(e)  It  is  of  the  very  highest  importance  that  teachers  of 
the  right  type  he  secured  and  that  they  be  properly  trained, 

"  I  hope  that  these  suggestions  may  be  of  some  slight 
value,  and  I  should  be  glad  to  co-operate  further  if  oppor- 
tunity offers." 

c.  Alfred    University,    Alfred,    Dr.    Boothe    C.    Davis,    president, 
November  12,  1919: 

'' Replying  to  your  inquiry  in  respect  to  the  requirements 
for  teachers  of  adults,  as  to  what  xYlfred  University  is  able 
to  do  in  the  preparation  of  such  teachers,  permit  me  to  say 
that  I  think  your  Committee  is  performing  a  very  important 
task  in  investigating  seditious  activities.  I  doubt  not  that 
in  some  instances  these  activities  are  promoted  through  public 
school  teachers,  though  I  am  inclined  to  believe  that  the 
percentage  of  such  teachers  is  small.  Alfred  University, 
however,  is  located  in  a  rural  part  of  the  state  and  we  see 
comparatively  few  foreigners  among  our  students. 

"  We  have  strong  courses  in  government,  economics  and 
sociology,  all  of  which  are  intended  to  give  prospective 
teachers  a  true  patriotic  point  of  view. 

"  With  such  training  as  our  own  American  young  people 
receive  here,  I  think  there  is  very  little  danger  of  seditious 
activities. 

"In  my  mind,  the  most  important  thing  in  the  licensing 
of  teachers  is  to  discriminate  against  individuals  whose  pre- 
vious environment,  foreign  sympathies  and  tendencies  would 
suggest  danger  of  seditious  activities.  It  might  be  advisable 
also  to  require  more  technical  training  in  government  than 
has  heretofore  been  required. 

"  The  wage  scale  is  doubtless  too  low  all  over  the  state  to 
attract  to  the  teaching  profession  the  most  competent  and 
thoroughly  qualified  men." 

d.  Barnard     College,     Columbia    University,     New    York     City, 
Virginia  C.  Gildersleeve,  dean,  October  21,  1919: 

"I  have  delayed  answering  your  letter  of  October  8th 
Ijecause  I  have  been  trying  to  find  out  the  present  require- 
ments for  the  licensing  of  teachers  for  adults  in  this  state, 
but  I  have  unfortunately  not  been  able  to  ascertain  just  what 
they  are,  or  rallier  whether  they  differ  from  the  requirements 
for  teachers  of  children. 


Colleges  and  Universities  3303 

"Tn  general,  I  should  think  thnt  a  regular  college  degree 
cr  its  equivalent  would  be  a  desirable  prerequisite  for  such 
a  position,  and  that  some  sort  of  character  or  personality 
test  should  be  used.  We  do  not  give  at  Barnard  College 
any  technical  courses  in  methods  of  teaching,  since  these 
are  provided  by  Teachers'  College  of  this  University.  We 
do,  however,  offer  a  regular  college  curriculum  of  the  liberal 
soit,  suitable  for  preparing  teachers  to  meet  the  requirements 
I  have  suggested, 

''  I  should  think  that  probably  a  minimum  of  $2,500  a 
year  would  be  necessarv  in  order  to  attract  to  this  work 
women  of  rather  exceptional  ability.  I  do  not  know  whether 
this  sura  would  secure  men  of  the  type  you  need." 

e.  Brooklyn  Training  School  for  Teachers,  Department  of  Ediica- 
ticn.  City  of  New  York,  Miss  Emma  L.  Johnson,  principal, 
Kcvember  6,  1919: 

"  I  have  given  much  thought  to  the  inquiries  in  your  letter 
of  October  16th  concerning  the  education  of  adult  foreigners. 

"  It  seems  to  me  that  although  the  teaching  of  adults  is  of 
immense  importance  to  the  State  the  skill  required  on  the 
part  of  the  teacher  is  not  nearly  so  great  as  that  required 
of  the  teacher  of  children.  The  requirements  for  teaching 
adults  are  different  from  but  not  greater  than  the  require- 
ments for  teaching  children.  Therefore  the  compensation 
for  teaching  adult  foreigners  should  not  be  more  than  the 
compensation  for  teaching  in  the  regular  public  schools.  It 
might  be  less  —  equal  to  the  per  diem  wage  of  high  school 
substitutes,  for  instance. 

^  "An  important  qualification  for  the  teacher  of  adult  for- 
eigners is  a  sympathetic  understanding  of  the  foreigners' 
aspirations  and  social  condition.  Given  this  understanding, 
together  with  the  equivalent  of  a  high  school  education,  it 
should  be  possible  to  train  persons  for  this  special  work  in 
very  much  less  time  than  it  takes  to  train  regular  teachers. 
The  Supervisor  of  Immigrant  Education  for  the  Js^ew  York 
State  Department  of  Education  has  arranged  a  course  of 
training  consisting  of  thirty  lessons. 

"  The  Brooklyn  Training  School  for  Teachers  is  prepared 
to  give  any  courses  the  State  requires.  With  its  present 
equipment  and  teaching  staff  it  can  offer  its  undergraduates 


3304     Citizenship  Training  in  the  State  of  New  York 

an  pleetive  course  in  methods  of  teaching  English  and  civics 
to  adult  foreigners  and  it  can  offer  a  similar  course  to  any- 
special  students  who  may  desire  to  take  this  course  alone." 

f.  The  College  of  the  City  of  New  York,  Dr.  Sidney  E.  Mezes, 
president,  October  16,   1919: 

"  I  have  your  letter  of  October  8th,  in  which  you  ask  me 
to  make  suggestions  concerning  '  additional  educational 
facilities  offered  to  adult  foreigners  and  increasing  the 
requirements  for  the  licensing  of  teachers  for  adults  in  this 
state.'  I  note  also  that  you  ask  what  the  College  of  the  City  of 
New  York  would  be  able  to  do  to  prepare  teachers  to  meet 
such  increased  requirements.  In  answer  to  your  inquiry 
I  beg  to  submit  the  following: 

"  Educational  Facilities 

"  1.  Increased  vocational  training  in  the  evenings  and 
after  labor  hours  in  shops,  factories,  etc.  Studies  in  govern- 
ment, current  events  and  English  should  be  made  part  of  the 
course  offered.  These  three  subjects  can  be  correlated 
closely  so  that  the  lessons  would  really  be  in  oral  English, 
but  the  content  would  deal  with  current  events  and  the 
principles  of  democratic  government. 

"  2.  Plan  to  supply  speakers  at  all  gatherings  of  workers 
who  are  victims  of  the  professional  agitators.  There  should 
be  noon-hour  gathering  in  shops  and  factories.  Lodges, 
mutual  benefit  associations,  labor  unions  should  all  be  asked 
to  invite  state  lecturers  to  their  meetings.  Much  can  be 
done  at  these  meetings  to  make  clear  the  principles  of  repre- 
sentative government  and  to  explain  away  the  fallacies  and 
misrepresentations  which  are  spread  by  agitators. 

''3.  A  plan  should  be  arranged  whereby  the  citizens  and 
their  representatives  are  brought  into  closer  relationship  at 
regular  times.  It  seems  to  me  that  this  can  be  done  in  a 
city  like  this  by  setting  aside  one  week  in  which  every 
assemblyman  is  scheduled  to  speak  to  his  constituents  in 
some  centrally  located  school  house  in  his  assembly  district. 
Another  week  may  be  set  aside  when  each  state  senator 
speaks  to  his  constituents.  Siniihirly  congressmen  and  other 
elected  representatives  can  be  given  a  like  opj)ortiinity  to 
address  the  electorate.      In  this  way  a  representative  would 


Colleges  and  Universities  3305 

feel  that  he  must  account  at  least  once  a  year  to  his  constitu- 
ents. These  meetings  must  be  carefully  planned  and  organ- 
ized and  must  be  so  arranged  that  citizens  can  ask  questions 
of  their  representatives.  We  talk  much  about  representative 
government  and  about  the  will  of  the  people,  but  to  many 
foreigners  these  are  mere  abstractions.  Such  meetings  as 
are  suggested  would  undoubtedly  make  clear  and  concrete 
to  every  person  the  meaning  of  government  responsible  to 
the  people. 

"4.  It  seems  to  me  that  much  can  be  accomplished  by 
working  through  the  foreign  press.  We  all  want  a  country 
in  which  one  language  is  spoken,  but  we  must  remember 
that  many  foreigners  come  here  at  an  age  when  it  is  impos- 
sible to  acquire  enough  English  to  make  English  the  medium 
of  thinking  and  expression.  If  the  foreign  press  were 
thoroughly  loyal  and  co-operated  in  the  plan  of  the  state  to 
make  clear  our  form  of  government,  we  would  do  much 
toward  dispelling  the  groundless  discontent  which  exists  in 
the  minds  of  many  foreigners,  especially  the  foreign  labor- 
ing class. 

"  Qualifications  of  Teachers  of  Adults 

"  In  the  nature  of  the  case  the  teaching  of  adults  must  be 
limited  to  evenings,  'Saturday  afternoons,  or  late  afternoons. 
It  is,  therefore,  possible  to  utilize  the  best  trained  and  most 
effective  teachers  of  our  public  school  system.  An  ample 
salary  should  be  provided  to  attract  the  most  competent  to 
this  sort  of  work.  The  salary  must  not  be  less  than  $1,200 
per  annum.  Those  who  are  selected  should  then  be  given 
training  of  an  intensive  character  for  three  months.  They 
should  study  government,  public  speaking  and  debate,  cur- 
rent events,  economics,  labor  history  and  labor  practices. 
The  College  of  the  City  of  New  York  could,  under  proper 
financial  arrangements,  undertake  to  give  this  training  to 
those  deemed  to  be  especially  fitted  to  do  this  after-school 
teaching.  The  training  should  be  given  at  state  expense. 
After  the  period  of  training  these  teachers  could  then  be 
assigned  to  speak  at  such  gatherings  and  to  such  groups  as 
are  described  above. 


3306     Citizenship  TR.\iNiisrG  in  the  State  of  ISTew  York 

"  To  carry  out  such  an  organization  it  would  be  necessary 
to  have  a  State  Director  of  Citizen  Training.  His  compen- 
sation should  be  about  $6,000  per  annum.  A  local  field 
worker  should  be  assigned  to  each  industrial  community. 
It  would  be  wise  to  establish  co-operation  with  local  school 
systems,  thus  utilizing  their  facilities  and  giving  directions 
to  their  activities." 

g.  Columbia  University,  New  York   City,   Dr.   Nicholas  Murray 
Butler,  president,  October  9,  1919: 

"  I  have  your  letter  of  the  8th,  asking  me  certain  questions 
arising  from  the  reflections  of  the  members  of  the  Joint 
Legislative  Committee  Investigating  Seditious  Activities. 

"  It  is  a  very  difficult  thing  to  make  definite  and  prac- 
ticable recommendations  in  this  regard.  What  the  loyal  and 
patriotic  citizens  really  have  to  confront  is  a  widespread 
state  of  mind  that  is  both  disloyal  and  unpatriotic,  and 
which  glories  in  the  fact  because  it  regards  patriotism  and 
loyalty  as  outworn  and  '  capitalist '  virtues.  This  state  of 
mind  is  especially  frequent  among  those  who  often  read  but 
who  rarely  think.  It  has  infected  very  many  school  teachers, 
editors,  clerg^mien,  and  these  have,  consciously  or  uncon- 
sciously, become  aids  in  a  movement  to  break  down  the 
American  civilization  and  the  American  government. 

"  To  combat  a  state  of  mind  like  this  the  only  effective 
weapon  is  a  better  and  more  reasonable  state  of  mind.  Force 
does  little  more  than  create  martyrs,  except,  of  course,  in 
months  of  acute  national  danger,  when  force  must  be  resorted 
to  by  the  nation  for  its  self-protection.  In  ordinary  times, 
however,  the  effective  weapon  to  use  with  unwisdom  and 
folly  is  reasonableness.  This  habit  of  reasonableness  coupled 
with  adequate  understanding  of  social,  economic  and  political 
facts,  should  be  constantly  urged  upon  teachers,  editors  and 
clergymen,  as  well  as  upon  any  others  who  undertake  to 
influence  and  to  guide  public  opinion.  Columbia  University 
in  its  various  parts  is  doing  what  it  can  do  to  instill  the 
habit  of  reasonableness  in  those  who  go  out  from  its  doors. 
"It  is  a  fact  that  the  material  compensations  of  the  teach- 
ing profession  are  not  sufficient  to  attract  permanently  to 
it  men  and  women  of  the  highest  competence.      On  the  other 


Colleges  and  Universities  3"07 

hand,  compensation  alone  will  not  change  a  state  of  mind, 
although  it  may  have  some  effect  upon  the  conditions  which, 
in  any  given  case,  have  given  rise  to  such  a  state  of  mind." 

Letter  from  Professor  James  C.  Egbert,  director  of  Extension 
Teaching,  December  27,  1919: 

"  Courses  in  Extension  Teaching  are  now  offered  to  train 
workers  for  the  foreign-born  and  also  to  meet  some  of  the 
needs  of  aliens  directly. 

''  Under  the  first  group  are  the  courses  now  offered  in 
Columbia  House,  under  the  direction  of  Extension  Teaching, 
on  the  principles  and  practice  of  work  for  the  foreign-born. 
I  enclose  a  folder  describing  the  work.  Bearing  on  the  prob- 
lem may  also  be  considered  our  course  on  the  forms,  prin- 
ciples, and  practices  of  community  organization.  I  might 
include  here  our  course  on  modern  social,  economic  and 
political  problems.  Among  these  problems  is  included  that 
of  Americanization. 

"Among  the  graduate  courses  in  Extension  Teaching 
should  be  mentioned  Mr.  Shenton's  course  on  the  practical 
applications  of  sociolog}^  (Sociolog}'-142).  This  course 
deals  with  racial  studies  with  a  view  to  determining  prac- 
tical procedure  and  policies  for  readjustment  and  reconstruc- 
tion. Mr.  Shenton's  course  on  the  problems  of  democracy 
considers  in  part  that  of  Americanization. 

"  Extension  Teaching  also  admits  non-English-speaking 
aliens  to  courses  in  the  elements  of  the  English  language 
and  also  j)rovides  for  them  the  opportunity  to  obtain  evening 
work  for  practice  in  oral  English." 

Letter  from  Professor  John  J.  Coss,  director  of  Summer 
Education  and  assistant  professor  in  the  Department  of  Phi- 
losophy, January  1,  1920: 

"Here  follows  a  brief  statement  of  the  work  which 
Columbia  has  been  and  is  doing  in  the  general  matter  of 
education  in  citizenship.  I  should  like  merely  to  emphasize 
again  the  critical  importance  of  supervision  of  any  work 
which  may  be  undertaken  in  the  teaching  of  English  and 
civics  to  adults.  This  and  the  actual  content  of  such  courses, 
it  seems  to  me,  must  be  very  carefully  watched  if  the  work 
IS  to  yield  returns  commensurate  with  the  expenditure." 


3308     CiTizEisrsHip  Training  in  the  State  of  New  York 

Memorj^ndum   on   the   ]N"ature   and   Scope   of  Work  Beino 
Carried  on  by  Columbia  University 
The  work  of   Columbia   University   rather  naturally   divides 
itself  into  four  parts: 

First,  the  work  of  the  Acadamic  Year; 
Second,  the  work  of  the  Extension  Teaching; 
Third,  the  Summer  Session,  which  is  recognized  as  of  the  same 
standing  as  the  work  of  the  Academic  Year; 
Fourth,  Home  Study  Courses. 

In  all  these  divisions  the  University  has  been  and  is  conducting 
many  courses  which  sj^ecifically  treat  of  the  nature  and  duties  of 
patriotic  citizenship. 

Tlie  Academic  Year 

All  undergraduates  in  Columbia  College  are  required  to  take 
a  course  called  Introduction  to  Contemporary  Civilization,  which 
meets  five  times  a  week  throughout  the  year.  In  this  course, 
which  is  conducted  in  sections  of  thirty  men,  each  under  unusu- 
ally expert  instruction,  an  effort  is  made  to  bring  to  the  students 
information  regarding  the  problems  of  the  present  day  — 
economic,  political,  educational  and  moral.  Not  only  are  these 
fields  discussed  separately,  but  they  are  given  a  setting  by  a 
survey  of  nineteenth  century  history  and  by  a  consideration  of 
human  traits  and  their  social  significance. 

This  course  was  started  in  September,  1919,  and  may  in  a 
sense  be  considered  a  Peace  Issues  Course,  continuing  the  work 
which  was  begi.in  in  the  S.  A.  T.  C.  through  the  War  Issues 
Course.  In  add'ition  to  the  above  course,  a  wide  variety  of 
courses  in  government,  economics,  histoiy  and  philosophy  pro- 
vided unusual  opportunities  for  the  students  to  obtain  detailed 
instruction  in  the  problems  of  contemporary  civilization. 

In  the  graduate  schools  research  in  social  problems  is  added 
to  instruction  and  the  continued  growth  of  the  Social  Science 
Departments  is  an  indication  of  the  increased  importance  which 
is  being  given  to  all  public  problems. 

In  Teachers'  College  courses  are  given  in  the  methods  of 
teaching  English  to  foreigners  and  also  in  methods  of  instruction 
in  civics  and  good  citizenship. 

In  Columbia  House,  which  is  an  Americanization  library  and 
research  center,  the  University  has  an  agency  which  may  be  used 
both  by  public  and  students  for  the  securing  of  the  most  recent 


Colleges  and  Universities  3309 

and  authoritative  information  on  matters  of  public  concern,  hav- 
ing specially  to  do  with  our  foreic^i  population. 

In  Columbia  House,  beginning  January  5th,  a  special  series 
of  short  courses  will  be  given  for  the  training  of  Americanization 
workers.  These  will  be  under  the  administrative  control  of 
Extension  Teaching. 

Ex t ens  ion  Teach  ing 

Extension  Teaching  at  Columbia  University  is  primarily  a 
late  afternoon  and  evening  university,  with  courses  conducted 
in  the  Columbia  buildings  in  the  main  bv  the  same  instructors 
who  teach  regularly  in  the  University.  There  are  centers  of 
instruction  outside  the  University  grounds  and  as  far  afield  as 
Seranton,  Pa.  But  the  registration  in  these  centers  is  insig- 
nificant as  compared  with  that  of  the  University.  A  large  num- 
ber of  elementary  courses  in  the  English  language  are  offered 
with  a  total  registration  of  over  1,000.  These  courses  serve 
chiefly  well  educated  foreigners  or  natives  of  small  education. 
Extension  teaching  does  not  offer  the  course  in  contemporary 
civilization  required  in  Columbia  College,  but  does  offer  many 
courses  in  government,  economics  and  history.  Through  Exten- 
sion Teaching  many  individuals  who  have  had  at  best  a  secondary 
school  education  are  enabled  to  receive  instruction  of  the  highest 
grade  and  to  advance  themselves  by  study  in  hours  after  the  close 
of  the  business  day. 

The  work  of  the  Extension  Teaching  is  susceptible  of  indefinite 
expansion  and  there  is  every  reason  to  believe  that  the  University 
through  Extension  Teaching  may  provide  courses  of  standard 
subject  matter  which  will  be  suitable  for  presentation  to  groups 
in  communities  and  in  industries.  Such  a  community  and  indus- 
trial educational  service  in  which  guaranteed  subject  matter, 
instruction  and  supervision  can  be  maintained  by  the  University 
is  the  part  in  which  Columbia  feels  great  interest. 

Summer  Session 
During  the  past  Summer  Session  a  special  pamphlet  was  issued 
called  Education  in  Citizenship.  In  this  there  were  listed  all 
those  courses  given  in  Summer  Session  which  has  special  rele- 
vance to  the  problem  of  Avoiding  our  citizenship  to  a  more 
effective  and  harmonious  whole.  The  circular  included  certain 
general  courres  such  as  Americanization  of  the  Immigrant  anil 


3310     Citizenship  Training  in  the  State  of  New  York 

in  addition,  courses  on  American  History  and  Conditions,  on 
general  social  problems;  courses  in  Foreign  History  and  Con- 
ditions calculated  to  throw  light  on  the  background  of  our  foreign 
population;  courses  in  the  teaching  of  English  to  foreigners  and 
courses  in  a  large  number  of  foreign  languages,  and  a  series  of 
courses  for  community  work. 

In  addition,  at  Teachers'  College  during  the  Summer  Session 
there  were  offered  a  large  number  of  courses  in  Educational 
Theory  and  .Practice.      A  copy  of  this  pamphlet  is  enclosed. 

The  same  method  will  be  followed  during  the  coming  Summer 
Session  and  the  courses  offered  will  be  more  comprehensive  and 
varied  than  in  previous  years.  During  the  Summer  Session  we 
shall  be  able  to  present  in  the  fields  of  the  social  sciences  a  more 
complete  program  of  courses  by  distinguished  historians,  econo- 
mists and  specialists  in  government  and  sociology  than  in  any 
session  of  the  University  before. 

Home  Study  Courses 

Beginning  in  September,  1919,  the  University  established 
Home  Study  Courses.  Through  these  by  correspondence  persons 
not  in  residence  at  the  Universitv  mav  follow  under  the  direction 
of  the  regailar  staff  of  the  institution  a  systematic  course  of  study 
in  subjects  not  requiring  laboratory  or  extensive  library  facilities. 
Already  courses  in  the  social  sciences  have  been  prepared  and 
within  the  next  six  months  their  number  will  be  materially 
increased. 

The  Home  Study  Courses  are  a  logical  adjunct  to  the  courses 
given  in  Extension  Teaching,  and  they  are  of  university  grade 
even  though  they  do  not  carry  with  them  credit  toward,  a  degree. 

Universitij  Interest  in   Citizenship 

Columbia  University  is  an  educational  institution,  which  partly 
because  of  its  historv,  partlv  because  of  its  location  in  the  City 
of  Xew  York,  and  partly  because  of  the  world  situation,  is  deeply 
interested  in  securing  and  presenting  information  which  will 
throw  light  upon  the  condition  of  our  own  times.  It  is  further 
desirous  of  increasing  its  usefulness  to  the  greatest  possible 
degree  within  the  metropolitan  area  and  throughout  the  nation. 
This  feeling  is  easily  sensed  in  the  tiustees,  and  the  faculty  and 
the  student  bodv. 


Colleges  and  Universities  3311 

h.  Cornell  University,  Ithaca,  Dr.  Jacob  Gould  Schiirman,  president, 
October  28,  1919: 

'■  I  find  it  somewhat  difficult  to  answer  the  inquiries  you 
raise  relative  to  strengthening  the  educational  facilities  to 
be  offered  to  adult  foreigners  and  increasing  the  require- 
ments for  the  licensing  of  teachers  who  are  to  give  them 
instruction  and  also  the  compensation  to  be  offered  such 
teachers  because  I  have  not  before  me  the  facts  developed 
by  Senator  Lusk's  Committee  and  the  ideas  you  may  have 
in  mind  for  this  educational  reform. 

''  It  is,  however,  a  reform  in  which  I  am  very  much  inter- 
ested. Few  objects  seem  to  me  more  important  at  the 
present  time  than  the  Americanization  by  the  most  effective 
means  possible  of  the  large  number  of  adult  immigrants  now 
in  our  state. 

"  Furthermore,  I  can  assure  you  of  the  hearty  co-opera- 
tion of  Cornell  University,  not  only  in  the  preparation  of 
teachers,  but  also  in  carrying  on  extension  work  in  Ameri- 
canization throughout  the  State  of  Xew  York. 

"  I  wonder  if  it  would  not  be  possible  for  Senator  Lusk 
and  vou  and  me  to  have  a  conference  some  time  in  the  near 
future  with  a  view  to  the  interchange  of  ideas  and  the  con- 
sideration of  plans. 

"  I  have  already  talked  over  the  matter  of  your  letter 
with  the  deans  of  the  different  colleges,  who  have  also  been 
greatly  interested,  and  I  am  expecting  to  have,  about  the 
middle  of  iSTovember,  one  of  the  foremost  experts  on  Ameri- 
canization give  an  address  on  the  subject  here.  If  you  and 
Senator  Lusk  could  attend  that  address  when  it  is  to  be 
given  we  should  be  glad  to  have  you. 

"You  will,  I  hope,  from  what  I  have  written,  see  how 
much  I  am  interested  in  this  movement  and  how  desirous 
I  am  of  co-operating  with  you,  both  on  my  own  part  and  the 
part  of  the  University." 

i.  Hunter  College  of  the  City  of  New  York,  Dr.  George  Samler 
Davis,  president,  October  17,  1919 : 

"  In  reply  to  your  letter  of  October  8th,  I  would  make  the 
following  statements : 

"  First,  as  to  qualifications  for  license  to  teach  adults  in 
this  state:      The  purpose  being  to  Americanize  the  adult 


3312     Citizenship  Training  in  the  State  of  New  York 

population  of  foreigners,  tte  qualifications  should  embrace 
a  knowledge  of  the  history  of  our  country;  a  strong  sympathy 
with  and  a  faith  in  our  institutions,  social  and  political, 
together  with  a  thorough  understanding  of  them;  a  good 
knowledge  of  the  English  language,  as  well  as  of  economics, 
and  some  knowledge  of  the  methods  and  principles  of  teach- 
ing. It  would  be  well,  too,  for  the  teacher  to  have  a  speaking 
knowledge  of  one  or  two  modern  languages.  Generally  the 
requirements  might  properly  be  the  equivalent  of  those 
demanded  for  teachers  in  the  high  schools. 

"  Second,  Hunter  College  can  provide  all  the  training 
required  through  special  optional  courses  and  could  give  a 
full  pedagogical  training  in  addition. 

"  Third,  as  to  compensation,  such  preparation  and  quali- 
fications as  I  have  outlined  would  be  entitled  to  high  pay, 
which  should  be  equal  to  that  given  to  teachers  in  high 
schools,  and  the  teachers  should  be  engaged  for  full  time. 

"  Hunter  College,  you  understand,  is  a  college  for  women 
exclusively,  except  in  its  evening  session,  in  which,  under 
certain  conditions,  men  are  received.  We  are  already  doing 
some  work  of  this  sort  in  our  Evening  Session." 

j.  The  Jewish  Theological  Seminary  of  America,  New  York  City, 
Dr.  Cyrus  Adler,  acting  president,  November  6,  1919 : 

'^  This  Seminary  is  incorporated  '  for  the  perpetuation  of 
the  tenets  of  the  Jewish  religion,  the  cultivation  of  Hebrew 
literature,  and  the  pursuit  of  biblical  and  archaelogical 
research.'  This  purpose  is  being  carried  out  by  the  faculty, 
alumni  and  students  of  the  Seminary  to  the  best  of  their 
ability,  and  in  this  way  I  think  the  Seminary  is  contribut- 
ing its  share  toward  the  maintenance  of  authority  and  social 
order.  The  teaching  and  tendency  of  the  Seminary  are 
along  conservative  lines,  and  no  subversive  propaganda  is 
encouraged  or  even  permitted.  The  general  teachings  of 
Judaism  are  that  justice  is  due  all  men  and  these  teachings 
are  rooted  in  Divine  Law.  We  have  nothing  in  common 
with  those  forms  of  social  revolution  which  turn  their  back 
upon  religious  teachings  and  would  uproot  social  organiza- 
tion, which  has  been  painfully  built  up  through  ages,  to  a 
great  extent  upon  a  religious  basis.  We  hold  that  where 
civilization  has  failed  it  is  because  it  turned  its  back  upon 


CoLi,p:(fES  AND  Universities  3'j13 

biblical  law  and  precept  whicb  decreed  proper  treatment 
of  the  poor  and  rich  —  all  had  rights,  but  all  had  duties. 
These  doctrines  are  being  taught  to  our  students  in  the 
Seminary,  and  are  being  preached  from  at  least  100  pulpits 
to  which  our  graduates  have  gone. 

"Similar  teaching  is  being  carried  on  to  the  students  of 
our  Teachers'  Institute,  which  is  a  normal  college,  preparing 
its  students  for  teachers  in  Jewish  religious  schools. 

"With  regard  to  facilities  for  teaching  adult  foreigners 
I  would  say  that  the  National  Council  of  Young  Men's 
Hebrew  and  Kindred  Associations  are  conducting  classes 
that  offer  exceptional  opportunity  to  adults,  both  foreigners 
and  natives,  and  their  general  secretary,  Mr.  Samuel  A. 
Goldsmith,  114  Fifth  avenue,  Xew  York  City,  might  have 
some  considerable  experience  on  that  point. 

"  My  own  personal  view  of  the  best  way  of  meeting  sub- 
versive propaganda  is  a  more  thorough  education  in  the 
fundamentals  of  American  institutional  life  and  even  some 
understanding  of  English  history.  Most  people,  for 
example,  have  no  idea  of  the  theory  with  regard  to  the  owner- 
ship of  real  property.  They  have  very  little  understanding 
of  the  steps  through  which  the  Constitution  of  the  United 
States  was  built  up;  they  believe  that  because  Congress  is 
inhibited  by  the  First  Amendment  of  the  Constitution  from 
passing  any  law  establishing  a  church,  that  this  is  an  irre- 
ligious country,  whereas  my  own  view  is  that  the  foundation 
of  America  is  really  a  religious  one,  but  one  that  our  Consti- 
tution and  laws  give  no  preference  to  any  religion  and  may 
not  in  any  way  limit  its  free  exercise.  History  is,  in  my 
opinion,  the  great  antidote  to  radicalism;  no  one  with  any 
background  can  ever  be  a  real  radical,  and  no  radical  ever 
has  a  real  background. 

"  You  see,  mv  thoug-ht  is  that  we  have  not  had  enouirh 
history,  and  too  much  irresponsible  sociolog}^  The  subject, 
therefore,  is  one  primarily  for  the  consideration  of  those 
who  can  direct  the  educational  system  of  the  state,  from  the 
primary  school  to  the  university.  If  the  educational  system 
can  be  shaped  from  this  point  of  view,  all  the  teachers  put  in 
public  schools  would  have  such  a  sound  foundation  that  no 
matter  what  subject  of  instruction  might  be  taught,  it  would 
altogether  go  toward  citizenship.     The  public  lecture  system 


3314     Citizenship  Training  ix  the  State  of  Xew  Yokk 

for  adults,  those  connected  with  the  public  schools,  those 
connected  with  the  university  extension  movements,  and 
other  similar  orpranizations  which  reach  large  numbers  of 
people,  could,  I  think,  to  great  advantage  be  utilized  against 
radical  propaganda. 

"I  hope  that  these  suggestions  may  be  of  some  help.  If 
there  is  any  specific  way  in  which  you  think  I  could  be  of 
service,  you  may  fully  count  upon  me." 

k.  The  Kenka  College,  Keuka  Park,  Dr.  A.  H.  Norton,  president, 
October  27,  1919: 

''  First.   Teacher  of  adult  foreigners : 

"  Such  teachers  should  be  100  per  cent.  American. 

''  Should  understand  history,  economics  and  sociology. 

"  Should  be  colle2:e   trained. 

^'Should  be  familiar  with  local  business  conditions. 

"  Should  be  free  from  race  and  class  prejudice. 
"Second.  As  to  what  Keuka  Collecfe  will  do: 

''Keuka  College  will  open  for  women  only  in  1921,  and 
we  v.nll  offer  special  courses  to  train  for  this  work. 
"Third.  As  to  compensation: 

'*  The  best  teachers  will  give  their  services  for  this  kind 
of  work.  A  paid  teacher  doing  this  work  has  a  handicap 
at  once." 

1.  The    New    York    School    of    Social    Work,    New    York    City, 
Porter  R.  Lee,  director,  November  18,  1919: 

"  The  question  which  you  raise  as  to  the  requirements 
and  preparation  of  teachers  for  adults  is  so  important  that 
1  submitted  it  to  the  members  of  our  staff  for  suggestions. 
In  our  judgment  the  first  requirement  for  teachers  of  adult 
foreigners  is  the  ability  to  understand  the  adult  foreigner. 
This  involves  some  training  in  psychology  and  instruction 
in  the  racial  backgrounds  of  the  foreign  groups  in  American 
communities.  Such  teachers  need  to  distinguish  between 
the  racial  traits  of  Italians  and  Russian  Jews,  for  example, 
quite  as  clearly  as  they  now  distinguish  between  the  racial 
traits  of  Italians  and  Americans,  because  Italians  and  Rus- 
sians probably  differ  from  each  other  to  the  same  degree  — 
no  greater  and  no  less — than  Americans  differ  from  either. 

"  In  addition  to  training  as  teachers  it  is  of  vital  import- 
ance that  such  persons  have,  as  part  of  their  training,  some 


Colleges  aistd  I^xiveksities  3315 

experience  which  would  i)rovide  first  hand  contacts  with 
groups  of  foreign-speaking  people.  Such  contacts  should 
be  secured  through  a  period  of  field  work  with  social  agencies 
dealing  with  such  groups. 

"  Teachers  of  foreigners  also  need  to  realize  the  channels 
through  which  the  Americanization  process  goes  on.  The 
most  concrete  measures  for  Americanization  commonly  pro- 
posed are  the  teaching  of  English  and  the  teaching  of  civics. 
As  we  understand  it,  however,  Americanization  implies  the 
development  within  a  foreigner  of  sufficient  perception  of, 
and  sympathy  with,  American  ideals,  customs  and  institu- 
tions to  lead  him  to  incorporate  them  into  his  manner  of 
life  in  American  society.  Few  foreie-ners,  whether  children 
or  adults,  get  this  sympathy  with  American  ideals,  customs 
and  institutions  as  the  result  of  direct  instruction.  They 
get  their  impressions  of  these  things  from  their  contacts 
with  public  officials,  teachers,  nurses,  doctors,  shop-keepers, 
social  workers,  policemen  and  other  responsible  instruments 
of  social  life.  I  think  it  likely  that  a  group  of  immigrants 
would  be  influenced  towards  Americanization  less  by  what  a 
teacher  said  about  American  ideals,  customs  and  institutions, 
than  by  the  way  she  conducted  herself  as  a  teacher.  Per- 
ception of  this  fact  acquired  by  a  teacher  as  a  part  of  her 
training  would,  I  think,  definitely  modify  her  pedagogical 
methods  with  foreigners  later  on. 

"  The  third  point  of  importance  seems  to  us  to  be  that 
the  best  starting  place  for  the  teaching  of  foreigners  is  with 
their  own  national  ideals  and  customs.  If  these  can  be  dis- 
covered and  fairly  evaluated,  by  a  teacher,  she  has  laid  the 
foundation  for  bringing  her  foreign-speaking  peoples  to  an 
appreciation  of  the  new  national  ideals  and  customs  in  which 
they  will  be  living  in  this  country.  If  this  process  is  done 
with  discrimination  a  foreigner  should  be  left  with  the  feel- 
ing that  the  transition  from  the  old  world  to  the  new  does 
not  involve  an  absolutely  irreconcilable  clash  in  national 
and  social  traditions,  but  would  feel  that  what  was  of  endur- 
insr  value  in  the  old  world  may  find  a  place  in  the  new. 
This  is  a  discovery  that  is  significant  both  to  the  foreigner 
and  to  the  teacher  of  foreigners. 

''  You  ask  what  the  ISTew  York  School  of  Social  Work 
can  do  by  way  of  preparing  teachers  for  sufh  work.     Our 


3316     Citizenship  Teaining  in  the  State  of  ^fw  York 

cun-iciilura  contains  many  courses  which  have  been  found  by 
teachers  of  foreigners  to  be  of  practical  value  to  them. 
Some  of  the  courses  havine:  the  most  direct  bearinsr  are  those 
of  the  immigrant,  community  problems,  social  case  work, 
labor  problems  and  human  conduct  and  its  disorders.  We 
have  a  two-year  program  in  which  our  regular  students  are 
enrolled,  some  part  of  which  is  taken  nearly  every  year  by 
teachers  who  plan  to  return  to  their  teaching  after  securing 
the  broader  equipment  which  training  in  the  School  gives 
them.  For  six  weeks  each  summer  we  conduct  a  Summer 
School  in  which  we  have  large  numbers  of  teachers  who  take 
this  summer  course  with  the  same  object  in  view.  We  raise 
no  barriers  to  the  enrollment  of  students,  except  that  we 
take  only  persons  of  sufficient  mental  maturity  and  previous 
education  to  enable  them  to  profit  by  the  courses  which  we 
give.  We,  of  course,  are  glad  to  enroll  any  students  at  any 
time  who  meet  this  requirement  and  wish  our  training. 

"  The  School  is  not  a  propagandist  institution  but  exists 
for  the  purpose  of  fitting  qualified  men  and  women  for  the 
requirements  of  specific  positions  in  the  field  of  organized 
social  work." 

m.  St.  Francis  Xavier,  New  York  City,  Rev.  Joseph  H.  Rockwell, 
S.  J.,  Provincial: 

"  The  system  and  principles  governing  the  members  of 
the  Society  of  Jesus  are  sufficiently  well  known  to  need  no 
commentary.  ]\Iost  of  our  teachers  are  members  of  the 
Society  of  Jesus.  God,  religion  and  sound  moral  principles 
should  govern  the  life  of  every  teacher. 

"  Because  the  school  system  of  the  country  is  without  God, 
and  because  it  is  honeycombed  with  Bolshevist  and  Socialist 
teachers,  the  schools  of  the  country  are  turning  out  young 
people  who  have  no  sense  of  moral  responsibility  and  who 
are  threatening  our  nation  and  our  government  with 
destruction. 

*'As  to  what  St.  Francis  Xavier  can  do,  I  would  suggest 
that  it  may  be  possible  to  be  of  great  service  through  the 
Graduate  and  Sociological  School  of  Fordham  University, 
which  is  closely  allied  with  St.  Francis  Xavier. 

"I  want  to  assure  you,  of  what  you  probably  know  already, 
that  the  members  of  the  'Society  of  Jesus  are  the  faithful 


Colleges  and  Universities  3317 

supporters  of  organized  government  and  order.  We  are 
with  you  heart  and  soul  for  the  preservation  of  society  and 
the  destruction  of  anarchy  and  Socialism.''" 

n.  St.    Stephen's   College,    Annandale-on-Hudson,    Dr.    Bernard   I. 
Bell,  president,  October  31,  1919: 

"  Saint  Stephen's  College  is  doing  its  best  to  prepare 
young  men  to  go  out  into  the  life  of  the  state  and  nation 
with  an  intelligent  understanding  of  economics  and  sociology 
from  both  the  radical  and  conservative  points  of  view.  We 
feel  ourselves  competent  to  do  this,  and  shall  be  glad  to  assist 
in  anything  we  can  in  the  important  task  of  spreading 
accurate  knowledge  concerning  the  good  features  and  the  bad 
features,  the  merits  and  the  dangers  of  all  sorts  of  radical 
programs. 

"I  am  at  a  loss  to  know  just  what  you  mean  by  licensing 
teachers  for  adults  in  this  state.  I  am  a  new  comer  into 
the  state  and  therefore  feel  that  I  need  further  information 
before  I  can  advise  vou  concerning  this  matter.  For  the 
same  reason  I  am  unable  to  tell  you  what  salary  should  be 
paid  to  such  persons." 

0.  Syracuse  University,  Syracuse,  Dr.  James  R.  Day,  chancellor, 
October  25,  1919 : 

'^I  sympathize  with  the  purpose  of  your  Committee  and 
shall  be  glad  to  contribute  such  help  and  influence  as  1  may 
have  here  at  the  University. 

"  We  alreadv  have  night  schools  and  could  take  on  the 
type  of  adults  for  the  purposes  which  you  mention.  Such 
teachers  are  greatly  needed  and  it  seems  to  me  that  it  is  one 
of  the  most  effective  ways  of  reaching  the  evil.  I  believe 
that  such  teachers  should  be  paid  in  some  comparison  to  the 
pay  given  to  men  and  women  for  like  services  in  our  colleges 
and  normal  schools." 

p.  Teachers    College,    Columbia    University,    New    York    City, 
Dr.  James  E.  Russell,  dean: 

"  I  fear  that  I  cannot  give  you  any  definite  suggestions 
in  reference  to  educational  facilities  for  adult  foreigners. 
The  problem,  as  you  already  well  know,  is  more  than  merely 
educational,  and  for  that  reason  the  educational  program 
must  be  adapted  to  the  scheme  of  administration  and  corr&- 


3318     CiTJZEA^sjiip  Tbainijyg  ia-  the  State  of  Xew  York 

lated  with  other  activities  that  may  be  brought  into  plaj. 
From  my  standpoint,  there  are  throe  important  ends  to  be 
attained:  (1)  The  use  of  the  English  language;  (2)  an 
understanding  of  the  American  spirit.  ])articularly  as  shown 
in  its  institutions;  and  (3)  means  for  helping  the  foreigner 
to  identify  himself  with  American  activities,  particularly 
means  for  enabling  him  to  do  something  resulting  in  social 
service  for  others. 

"In  explanation  of  this  last  point,  I  may  say  that  I  have 
not  very  much  faith  in  the  value  of  academic  trainino;  in  the 
making  of  citizens.  The  American  citizen  should  be  in[r':li- 
gent  and  in  a  position  to  understand  and  interpret  what 
goes  on  around  him,  but  at  the  same  time  he  may  lie  a 
dangerous  member  of  society,  unless  he  acquires  those  habits 
of  thought  and  action  which  characterize  the  good  citizen. 
It  is  at  this  point  that  the  community  service  idea  finds  its 
best  expression,  and  unless  means  be  provided  whereby  the 
individual  can  carry  over  what  he  gets  to  others  and  have 
the  satisfaction  of  knowing  that  he  is  doing  something  worth 
while,  I  fear  he  will  not  develop,  either  the  right  American 
spirit  or  proper  American  conduct.  It  should  be  remem- 
bered, too,  that  women  are  now  voters,  and  that  the  Amer- 
icanization of  the  woman  in  the  home  is  quite  as  important 
as  the  training  of  the  man. 

"Your  second  question  asks  what  Teachers  College  can 
do  to  prepare  teachers.  My  answer  is  that  we  already  have 
many  courses  which  are  particularly  designed  to  meet  the 
needs  I  have  indicated.  In  the  woman's  field,  we  have  prob- 
ably the  strongest  offering  that  can  be  found  in  the  country. 
More  courses  can  be  added  whenever  it  is  known  what  the 
need  is. 

"  It  is  hopeless,  however,  to  think  of  attracting  men  to  the 
teaching  of  foreigners  unless  a  living  wage  can  be  offered 
them  and  permanent  tenure  during  good  service.  The 
present  scheme  of  night  schools  is  abortive,  primarily  for 
the  reason  that  it  takes  the  leavings  from  the  day  schools 
and  gives  beggarly  recompense.  This  job  which  you  outline 
is  not  one  that  can  be  tied  up  with  day-school  work  for 
children.  It  is  an  independent  professional  field  and 
demands  the  highest  type  of  ability.  Ko  success  can  be 
attained    unless    the    state    makes     the    work     sufficiently 


Colleges  and  LTxtvet^sities  3819 

attractive  to  bring  the  right  kind  of  ])eople  to  it.  I  hope 
the  result  of  this  legislative  investigation  will  be  to  make 
possible  these  ideals  of  mine.  If  the  way  opens,  you  may 
be  sure  that  Teachers  College  will  do  everything  in  its  power. 
''Following  is  an  outline  of  the  courses  in  Education  for 
Citizenship  offered  by  Teachers'  College  for  the  season  of 
1919-20: 

■'It  is  evident  that  education  for  citizenship  is  generally 
regarded  as  one  of  the  most  important  problems  confronting 
American  schools  today. 

"  Committees  and  commissions  and  conventions  are  at 
work  in  all  parts  of  the  countrv  to  studv  Americanizj'tio]' 
to  prepare  or  revise  courses  of  study  in  history,  civics,  and 
related  fields,  to  promote  patriotism,  and  to  plan  various 
activities  both  in  and  out  of  schools  that  will  develop  civic 
spirit  and  efficiency. 

"  The  teacher,  supervisor  or  administrator  who  has  had 
good  professional  training  of  a  general  character  is  unequal 
to  cope  with  this  difficult  problem.  It  is  necessary  to  make 
some  special  study  of  the  equipment  needed  by  the  efficient 
citizen  —  in  knowledge,  habits,  and  mental  attitudes;  of 
the  extent  to  which  this  equipment  can  be  provided  and  how 
to  provide  it.  Essential  to  such  special  studies  is  an  ade- 
quate knowledge  of  the  conditions  and  problems  that  con- 
front the  citizen:  the  nature  of  our  social  and  political  insti- 
tutions and  practices,  the  peculiar  problems  of  democracy, 
the  special  ideals  and  traits  of  the  American  people,  inter- 
national relations  and  the  like. 

''  The  student  of  education  for  citizenship  should,  there- 
fore, choose  according  to  his  particular  needs  courses  from 
(1)  the  fields  of  history,  government,  economics,  sociology, 
etc. ;  (3)  those  dealing  specifically  with  education  for  citizen- 
ship as  a  professional  problem;  (3)  more  general  courses 
in  education  which  are  fundamental  to  or  especially  helpful 
in  the  study  of  this  special  problem." 

Courses  Offered  in  1919-20 

Education  ."3lG-332Gr  —  Practicum.  Education  for  Citizen- 
ship, 4  points  each  session.     Professor  Gambrill. 

A  preliminary  consideration  of  the  kind  of  citizenship  that 
is  desirable  and  a  survey  of  the  economic,  social  and  political 


3320     Citizenship  Training  in  the  State  of  'Nfay  York 

problem  confronting  the  American  citizen  will  provide  a  basis 
for  the  selection  of  special  problems  for  intensive  study. 

Education  212G — The  Teaching  of  Citizenship  in  Secondary 
Schools.     2  points.     Mr.  Hatch. 

This  course  treats  of  the  literature  and  practice  of  civic  instruc- 
tion and  of  the  materials  and  methods  which  should  be  at  the 
command  of  the  teacher. 

Education  212D- — ^Illustrative  Lessons  in  Citizenship.  2 
points.     Mr.  Hatch, 

The  class  will  be  a  junior  class  in  the  Horace  Mann  High 
School.  The  lessons  will  illustrate  the  materials  and  methods 
of  instruction  set  forth  in  Education  212G. 

Education  293A — The  Assimilation  of  the  Immigrant  as  an 
Educational  Problem.     2  points.     Mr.  Yergin. 

This  course  will  endeavor  (1)  to  insure  a  knowledge  of  immi- 
grant backgrounds  on  the  part  of  Americans  and  (2)  to  suggest 
educational  methods  for  more  rapid  assimilation  of  immigrants 
into  the  common  life  of  America. 

Education  331- — ^  Teaching  History  in  Secondary  iSchools. 
3  points.     Professor  Gambrill. 

This  course  is  devoted  to  a  study  of  the  general  problem  of 
history  with  special  reference  to  the  high  school  (both  4  and  6 
years).  Among  the  problems  to  be  considered  are  the  nature 
of  history,  its  relation  to  other  subjects,  and  its  place  in  educa- 
tion; selection  and  organization  of  subject  matter  and  its  arrange- 
ment in  courses  of  study;  effective  presentation  of  materials  of 
instruction,  helping  the  pupil  to  learn  how  to  study,  illustra- 
tive materials,  and  "making  the  past  real;"  judging  text-books, 
their  use  and  abuse,  collateral  reading;  testing  results;  the 
"socializing"  tendency;  revelations  and  demands  of  the  present 
world  crisis.  Foreign  as  well  as  American  experience  will  be 
considered. 

Education  332B  —  Industrial  and  'Social  Aspects  of  History. 
3  points.     Professor  Gambrill. 

This  course  is  intended  for  all  teachers  of  history  and  of  other 
social  subjects  and  of  supervisoiy  officials  interested  in  revising 
the  course  of  study  and  for  more  adequate  treatment  of  current 
problems.  It  considers  the  value  of  the  social  and  industrial 
factors,  as  compared  with  the  more  familiar  political,  diplomatic 
and  military,  in  understanding  the  development  of  the  modern 
world.      To  piovidc  a  concrete  basis  for  the  discussions,  the  class 


Colleges  and  Universities  3321 

will  study  the  most  important  general  study  in  the  field — the 
transformation  from  the  old  regime  of  the  eighteenth  century  to 
the  age  of  machinery  and  power,  and  applied  science,  with  the 
accompanying  economic  and  social  revolutions  and  emergencies 
of  the  great  problems  of  today. 

History  345-346- — Social  and  Industrial  History  of  the 
United  States.     3  points  each  session.     Professor  Gamhrill. 

The  purpose  of  the  course  is  to  study  the  origin  and  develop- 
ment of  current  social  and  industrial  conditions  in  the  United 
States,  with  special  reference  to  changing  problems  in  education 
and  special  reform.  Among  the  topics  studied  are  the  begin- 
nings of  America  as  a  part  of  the  overseas  expansion  of  Europe 
and  the  consequent  commercial  revolution;  development  of  an 
American  people,  their  distinctive  traits  and  ideas;  agricultural 
progress,  age  of  machinery,  power,  and  applied  science,  revolu- 
tionizing modern  society;  rise  and  inter-relations  of  great 
industries  and  transportation  systems;  capitalism  and  growth  of 
"  big  business ;  "  labor  unions,  socialism,  and  anarchism ;  chang- 
ing status  of  women;  modern  democracy,  its  progress  and  phases 
in  the  United  States. 

Education  108  —  Teaching  English  to  Foreigners.  2  points. 
Miss  Diller. 

A  study  in  Americanization  through  language.  The  course 
will  deal  with  the  more  evident  language  difficulties  of  foreigners, 
both  children  and  adults,  in  our  day  and  evening  schools,  and 
also  of  adults  in  industry. 

Selection  of  subject  matter  for  English  lessons,  methods  of 
instruction,  criticism  of  text-books,  lesson  plans,  and  class  manage- 
ment will  be  considered,  and  there  will  be  opportunity  for 
observation  and  for  teaching  foreign  classes  in  the  city. 

Attention  will  be  given  to  the  problems  of  teaching  English 
in  foreign  lands. 

Education  158A  —  The  Teaching  of  Thrift,  Savings,  and 
Investment.     2  points.     Mr.  Breckenridge. 

This  course  is  intended  for  teachers  in  elementary,  secondary 
or  vocational  schools.  It  is  also  intended  for  both  men  and 
women  who  need  a  practical  course  in  personal  savings  and 
investments. 

The  course  will  include  a  study  of  the  methods  of  presenting 
thrift  in  the  schools  in  connection  with  the  various  school  sub- 
jects, especially  in  the  classes  in  arithmetic  and  in  high  school 


3322     Citizenship  TnAiisixG  in  the  State  of  New  Yokk 

mathematics;  a  study  of  the  United  States  Government  cam- 
paign for  War  Savings  and  Thrift  Stamps,  the  organization  of 
War  Savings  clubs,  the  several  issues  of  Liberty  Bonds;  the 
various  agencies  for  promoting  thrift  through  saving  money  such 
as  the  savings  banks,  postal  savings,  building  and  loan  associa- 
tions, co-operative  banks;  the  methods  of  investing  money  such 
as  real  estate,  stocks,  bonds  with  a  study  of  the  relative  desir- 
ability, safety  and  yield  of  the  several  types  of  investment  secur- 
ities; thrift  through  economical  buying  by  taking  advantage  of 
various  forms  of  cash  and  trade  discounts;  thrift  in  borrowing 
money  so  as  to  avoid  excessive  interest  rates,  including  borrowing 
from  banks,  loan  societies,  the  Morris  plan ;  avoidance  of  loan 
sharks;  thrift  through  provision  for  emergencies,  and  for  old 
age  by  means  of  life  insurance,  endowment  insurance,  health  and 
accident  insurance,  annuities,  and  life  incomes. 

Education  422 A  —  Education  and  I^ationalism.  The  Develop- 
ment of  ]^ational  Systems  of  Education  in  Western  Europe  and 
America.  Lectures  and  conferences.  3  points.  Professor  Reis- 
ner,  Dean  Russell,  Professor  Monroe,  and  Dr.  Kandel. 

This  course  offers  a  survey  of  the  part  which  education  has 
played  in  the  development  of  modern  nationalities;  it  involves 
particularly  a  detailed  study  of  the  development  of  the  national 
systems  of  education  during  the  nineteenth  century.  Compara- 
tive study  will  be  made  of  the  essential  features  of  the  most 
important  and  modern  educational  systems,  and  the  way  in  which 
these  features  affect  social  life,  the  use  of  educational  means  for 
the  attainment  of  political  ends,  colonial  educational  policies  or 
the  use  of  education  for  the  improvement  of  backward  peoples, 
the  function  of  education  in  retarded  cultures,  the  part  which 
education  may  play  in  the  reconstruction  of  nations,  will  be 
considered. 

p]ducation  4-22B — ^  Education  and  Nationalism.  The 
Development  of  Retarded  National  Cultures  Through  Education. 
3  points.     Professor  Monroe. 

Attention  will  be  given  to  the  following  topics:  The  develop- 
ment of  nationalism  in  recent  times;  the  discovery  of  education 
as  a  means  of  national  development;  emergence  of  Japan  as  a 
first-class  power  through  educational  measures;  America's  work 
in  the  Philippines  as  a  definite  constructive  educational  endeavor; 
bearing  of  education  on  the  developing  nationalism  in  China; 
the   cultural   rehabilitation    and    national    reconstruction    in   the 


COLLKGES   AND   UNIVERSITIES  3323 

Balkans,  in  the  near  East  and  in  certain  colonial  possessions  of 
European  powers. 

While  but  brief  consideration  can  be  given  to  each  topic,  the 
bearing  upon  these  problems  of  modern  educational  experience, 
particularly  that  of  the  United  States,  will  form  the  basis  of  the 
course. 

Education  428.  Historical  and  Comparative  Study  of  the 
Problems  of  Secondary  Education.  Lectures  and  conferences. 
3  i^oints.     Dr.  Kandel. 

The  course  traces  the  evolution  of  the  meaning  of  a  liberal 
education  in  modern  times  and  its  influence  on  present-day  prob- 
lems of  secondary  education  in  England,  Germany,  France  and 
the  United  States.  Special  attention  is  given  to  organization, 
curriculum,  and  methods  of  construction,  and  the  social  condi- 
tions affecting  the  development  in  secondary  schools  in  these 
countries. 

^Education  291.  Educational  Sociology.  Lectures,  reports, 
and  discussions.     2  points.     Professor  Snedden. 

An  introductory  course  in  the  study  of  the  sociological  founda- 
tions of  curricula  for  schools  of  general  and  special  education, 
bearing  especially  on  those  fields  in  which  reorganizations  of 
aims  or  objectives  are  in  progress  —  such  as  schools  for  general 
secondarv,  hio;her  elementary  or  vocational  education ;  schools 
for  defective  and  other  exceptional  classes;  and  special  education, 
through  scouting,  playgrounds,  practical  arts,  etc. 

Education  292  —  Problems  of  School  Curricula  and  Special 
Forms  of  Education.  Lectures,  reports,  and  discussions.  2 
points.     Professor  Snedden. 

Applications  of  |)rinciples  of  educational  sociology  to  the 
evaluation  of  customary  and  proposed  curriculum  or  subjects  of 
instruction  in  schools  of  general  or  special  education.  Problems 
of  educational  aim  or  purpose  growing  out  of  the  development 
of  the  junior  high  school,  the  reconstruction  of  general  secondary 
education,  the  evolution  of  vocational  education,  the  provisions 
of  special  education  for  variant  classes,  and  the  extension  of 
novel  forms  of  instruction  and  training  outside  the  school  will 
receive  chief  consideration. 

Education  493.  Sociological  Foundations  of  Curricula. 
Lectures,  conferences,  and  reports.  3  points.  Professor 
Snedden. 


3324     Citizenship  Training  in  the  State  of  I^eav  York 

Education  273-274  —  Eural  Sociology  and  Economics.  Lec- 
tures, discussions,  and  reports.  2  points  each  session.  Dr. 
Wilson. 

A  descriptive  course  concerning  the  social  and  economic 
progress  experienced  bv  European  and  American  country  popu- 
lations and  the  educational  advances  that  have  attended  social 
reforms.  The  course  covers  the  half  centurv  before  the  Great 
War,  and  presents  educational  material  in  rural  life  growing 
out  of  the  war  and  reconstruction.  It  is  intended  specially  for 
beginners  in  the  study  of  rural  social  institutions,  the  community, 
school,  church,  grange,  co-operative  society,  with  study  of  particu- 
lar problems  of  poverty,  labor,  income,  health,  recreation  and 
morality.  The  purpose  of  the  course  is  to  train  the  student  to 
observe,  to  weigh  social  values  and  needs,  and  to  make  programs 
for  social  work  through  the  rural  school,  in  public  health,  in 
home  economics,  and  agricultural  demonstration  work. 

Education  213B  —  Socializing  the  Elementary  'School  Cur- 
riculum.    2  points.     Professor  Bonser. 

This  course  is  intended  for  those  not  majoring  in  elementary 
supervision  who  are  attempting  to  revise  existing  curricula  by 
including  problems  of  most  fundamental  value  in  meeting  the 
social  and  individual  needs  of  present-day  life  —  economic,  civic 
and  recreational.  It  will  include  an  examination  of  current 
experiments  in  the  revision  of  curricula  and  the  development  of 
principles  for  constructive  procedure. 

Education  413-414.  Problems  in  Supervision  in  the  Ele- 
mentary School,  as  Related  to  Social  Reconstruction.  3  points 
in  each  session.     Miss  Day. 

This  course  is  planned  for  supervisors,  principals,  critic 
teachers,  and  others  who  wish  an  intensive  study  of  elementary 
school  activities.  The  course  will  consist  in  (a)  a  brief  intro- 
ductory survev  of  modern  educational  theorv  for  the  control  of 
class  procedure,  and  its  psychological  foundations,  (b)  the  study, 
analysis,  and  criticism  of  demonstration  lessons  in  elementary 
school  subjects,  (c)  a  study  of  the  principles  upon  which  skillful 
supervision  is  based,  and  (d)  investigations  into  the  practice  of 
successful  supervision.  Special  attention  will  be  given  to  the 
place  of  the  supervisor,  teacher,  and  pupil  in  the  problems  of 
social  reconstruction,  to  social  phases  of  the  recitation,  teaching 
children  how  to  study,  and  to  the  special  functions  of  the 
supervisor. 


COLI-EGES   AND  UNIVERSITIES  3325 

Education  290  —  Social  Organization  and  Control  of  the 
Secondary  School.     2  points.     Professor  Steven.=!. 

After  a  brief  consideration  of  the  social  principals  upon  which 
the  organization  of  the  school  rest-s,  this  course  will  analyze  extra 
classroom  activities  of  the  school  in  the  light  of  these  social 
standards  with  a  view  to  establishing  unity  in  the  practices  of  the 
secondary  school.  The  following  activities  will  thus  be  analyzed : 
Discipline,  self-government,  control  of  lunchroom  activities, 
assembly  exercises,  athletic  organizations,  study  clubs  (debating, 
literary,  nature-study,  mathematical,  etc.),  scholarship  societies, 
secret  societies,  good  time  clubs,  the  differentiation  of  social 
organizations  to  meet  the  needs  of  boys,  of  girls,  of  boys  and 
girls;  school  festivals,  organizations  affiliated  with  civic  societies, 
the  school  as  a  social  center. 

Education  205A-206A — Problems  for  Advisers  of  Women 
and  Girls.  3  points  each  session.  Professors  Stevens,  Goodsell, 
and  Snedden,  Miss  Daniell,  and  others. 

This  course  considers  the  problems  arising  in  the  care  and 
supervision  of  women  students  in  colleges  and  normal  schools, 
and  of  girls  in  high  schools.  The  hygieiiic,  economic,  social, 
moral,  and  religious  aspects  of  the  school  community  will  be 
analyzed  and  discussed  by  experts  with  a  broad  experience  in  this 
field  of  professional  activity.  The  course  is  required  of  all  candi- 
dates for  the  diploma  of  Adviser  of  Women  or  Adviser  of  Girls. 

Education  295-296  —  Vocational  Education.  Lectures,  read- 
ings, and  reports.  2  points  each  session.  Professors  Snedden 
and  Dean. 

This  is  an  elective  course  for  persons  not  specializing  in  the 
direction  or  supervision  of  vocational  education.  It  includes  an 
analysis  of  the  conditions  underlying  the  social  demand  for 
vocational  education ;  studies  of  current  experiments  and  pro- 
posals for  improving  the  scope  and  quality  of  vocational  educa- 
tion: educational,  industrial,  and  social  forces  behind  the  move- 
ment: terminology;  types  of  schools:  distinctions  between  pre- 
vocational  and  vocational  education ;  trade  unions  and  industrial 
education;  vocational  guidance:  technical  high  schools;  voca- 
tional education  for  girls;  industrial  work  in  rural  communities; 
department  store  employment;  surveys  of  occupations  and  educa- 
tional needs  of  \vorkers;  state  and  national  legislation;  unit 
group  courses,  methods  of  organization,  location,  equipment 
reports;  supervision  and  approval;  organization  in  small 
communities. 


3326     CiTizEis-sHip  TRAl^-JXG  in  the  State  of  Xew  York 

Education  297-298  —  Vocational  Guidance.  Lectures,  read- 
ings, and  reports.  2  points  each  session.  Mr.  Weaver,  Pro- 
fessors Snedden,  Dean  and  Bonser. 

This  course  is  devoted  to  a  study  of  the  methods,  problems 
and  administration  of  vocational  guidance.  Among  the  problems 
those  of  prominence  will  include  the  place  and  possibilities  of 
vocational  guidance  in  regular  school  work,  vocational  guidance, 
aspects  of  the  junior  high  school  work  and  organization,  the 
preparation  and  work  of  the  vocational  counselor,  means  of  dis- 
covering vocational  aptitudes,  the  co-operation  of  the  school  and 
various  auxiliary  institutions  for  vocational  guidance,  and  the 
organization  and  administration  of  vocational  guidance  depart- 
ments and  bureaus.  The  work  is  developed  with  reference  to 
the  needs  of  superintendents  and  principals,  teachers,  and  social 
workers  interested  in  the  prolilcm,  and  students  desiring  to 
acquaint  themselves  with  the  general  field  and  its  problems. 

Education  —  Recreational  Leadership  in  High  Schools:  A 
Course  in  Extra-curricular  Activities.  2  points.  Professor 
Eretwell. 

Education  195 A  —  Principles  and  Practices  of  Scouting  and 
Scoutcraft.  2  points.  Professor  Fretwell.  ^Ir.  Smith,  and 
specialists. 

This  course  given  in  co-operation  with  the  Xational  Council 
of  the  Boy  Scouts  of  America  and  the  Xational  Council  of  the 
Girl  Scouts  of  America  is  intended  for  both  men  and  women  — 
school  superintendents,  principals,  teachers,  scout  masters,  scout 
captains,  and  all  those  interested  in  training  in  citizenship  by 
means  of  scouting.  Due  consideration  will  be  given  to  aims, 
programs,  organizations,  and  constructive  policies  of  the  Boy 
and  the  Girl  Scout  movements  and  to  what  these  movements  are 
doing  and  can  do  in  training  boys  and  girls  to  meet  effectively 
future  and  present  local  and  national  needs.  Such  phases  of 
scoutcraft  will  be  included  as  camping,  camp  cooking,  hiking, 
signaling,  knot  tying,  first  aid,  tree  study,  troop  formations, 
together  with  plans  for  organizing  and  conducting  a  troop. 
Opportunity  will  be  provided  for  members  of  the  class  to  act 
as  assistant  scout  masters  or  assistant  scout  captains  under  the 
direction  of  the  Manhattan  Council  of  Boy  Scouts  and  the  Man- 
hattan Council  of  Girl  Scouts  of  America. 

Education  195B  —  Recreational  Education.  2  points.  Pro- 
fessor Fretwell,  Mr.  Atkinson  and  Mr.  Smith,  and  specialists. 


COLLEOKS   AND   UNIVERSITIES  3327 

This  course  is  open  to  men  and  women  who  are  interested  in 
directing  the  affairs  of  boys  and  girls.  The  work  will  be  divided 
into  three  units  as  follows:  (1)  Boys'  and  girls'  clubs  as  a  part 
of  the  school  program:  The  aim,  organization,  kind  of  leader- 
ship and  methods  of  work  of  the  boys'  and  girls'  clubs  of  the 
Horace  Mann  and  of  other  representative  schools  will  be  studied. 
An  attempt  will  be  made  to  work  out  a  constructive  policy  for 
directing  school  clubs.  (2)  Boys'  clubs  outside  of  school:  This 
unit,  given  in  co-operation  with  the  Boys'  Club  Federation,  will 
consider  the  organization,  program,  and  methods  of  boys'  club 
work  to  meet  community  needs.  There  will  be  a  detailed  study 
of  representative  boys'  clubs  as  independent  organizations  in 
I*^ew  York.  Opportunity  will  be  afforded  for  direct  participa- 
tion in  activities  of  boys'  clubs  in  Xew  York.  (3)  Scouting, 
camp  fire,  and  Woodcraft  League:  This  unit  will  consider  the 
aim,  program  organization  and  constructive  policy  of  these  m.ove- 
ments  together  with  the  relalion  that  should  exist  between  them 
and  the  schools. 

Physical  Education  197-198  —  Clubcraft.  1  point  each 
session.     Mr.  Smith. 

This  course  is  intended  to  give  the  practical  training  required 
by  cIuIj  leaders  and  supervisors.  A  study  of  the  principles, 
aims,  and  programs  of  the  better  established  club  movements 
and  organizations  will  be  made.  Actual  practical  work  will  be 
done  and  opportunity  provided  for  observation  and  study  of 
Horace  Mann  clubs. 

Biolooy  10-i  —  Biolorjv  in  Education  and  Social  Work.  2 
points.     Professor  Bigelow  and  Miss  'Stackpole. 

A  course  which  represents  the  leading  facts  and  generalizations 
of  biology,  especially  of  evolution,  heredity,  embryology,  and 
general  physiology,  which  have  important  bearings  upon  educa- 
tion and  social  work.  Several  weeks  of  the  course  will  be  devoted 
to  a  survey  of  social  hygiene  and  sex  education. 

Education  183-184  —  Educational  Hygiene.  Lectures,  col- 
lateral reading,  demonstration  and  reports.  2  points  each  session. 
Professor  Wood. 

Education  183  takes  up  health  education  with  special  reference 
to  the  needs  and  work  of  teachers.  This  course  deals  with 
hygiene  and  sanitation,  considering  the  range  and  distribution 
of  the  material  in  this  field  for  the  needs  of  the  individual  and 
as  a  basis  of  health  instruction.     In  the  professional  side  of  the 


3328     Citizenship  Training  in  the  State  of  N'ew  York 

course,  students  prepare  typical  lessons  for  health  teaching  of 
various  types  and  present  some  of  these  to  the  class  in  the  form 
of  practice  teaching.  Students  have  experience  also  in  the 
preparation  of  courses  of  study  in  the  field  of  health  education. 

Education  184:  deals  with  various  phases  of  school  hygiene. 
The  chief  topics  of  the  course  are:  the  place  and  scope  of  school 
hygiene  in  education ;  the  physical  organization  and  compara- 
tive development  of  the  child ;  health  examinations  of  children ; 
control  of  communicable  diseases  in  schools;  discovery  and  treat- 
ment of  chronic  health  defects;  school  sanitation,  the  hygiene  of 
instruction;  principles  of  health  education  with  a  brief  review 
of  materials  and  methods  taken  up  in  detail  in  the  Winter 
session;  physical  education  with  discussion  of  the  various  types 
of  motor  activities  involved  in  the  physical  education  of  children 
of  different  ages  and  different  types;  application  of  principles 
of  hygiene  and  physical  education  in  the  special  education  of 
abnormal  and  exceptional  children. 

Social  Science  204  —  Modern  Social  Problems.  2  points. 
Mr.  Shenton. 

A  study  of  social  conditions  and  processes  with  a  view  to 
determining  procedure  and  policies  for  adjustment  and  recon- 
struction. Problems  of  population,  growth,  distribution,  density, 
and  composition.  Problems  of  migration.  The  community 
and  the  nation.  Standards  of  living  and  public  health.  The 
evolution  and  democratization  of  the  family,  religious,  legal  and 
industrial,  political  education,  and  other  social  institutions.  Pos- 
sibilities and  limitations  of  eugenics,  euthenics,  legislation  and 
education  for  social  betterment. 

q.  Union  College,  Schenectady,  Dr.  Charles  A.  Richmond,  presi- 
dent, November  3,   1919,  and  November  10,   1919: 

"I  have  been  thinking  over  the  matter  of  increasing  the 
educational  facilities  offered  to  adult  foreigners  and  also 
the  requirements  for  teachers. 

"It  seems  to  me  the  most  important  thing  of  all  is  to  be 
sure  that  the  teachers  are  absolutely  loyal.  They  should  be 
required  to  show  a  record  of  their  standing  and  of  their 
activities  during  the  war.  And  the  slightest  evidence  of 
lukewarmness  should  be  counted  against  them.  Further 
than  this  they  should  be  required  to  be  thoroughly  grounded 
in   American  histcry  and  in  the  fundamentd  'jrinciples  of 


Colleges  and  TTxtvkrsities  3^)29 

our  American  f:;overiiment.  Thev  should  also  be  carefullv 
examined  as  to  their  economic  views.  No  man  holding 
radical  principles  or  even  harboring  radical  ideas  should  be 
entrusted  with  the  education  of  our  adult  foreigners. 
Requirements  such  as  these  are  vastly  more  important  than 
any  mere  technical  training  in  pedagogy.  Any  man  who  is 
fairly  well  educated  has  enough  knowledge  to  teach  the  men 
whom  you  have  in  mind.  Personal  qualifications  such  as 
I  have  mentioned  above  should  count  for  90  per  cent,  in  your 
selection.  The  training  offered  at  Union  College  is  adequate 
to  cover  these  points  and  we  are  prepared  to  co-operate  in 
any  reasonable  plan  that  may  be  suggested. 

"As  to  the  matter  of  compensation,  I  have  at  present  no 
suggestion  to  make.  I  should  say  the  advice  of  the  secondaiy 
school  teacher  would  be  valuable. 

"We  should  have  as  many  men  teachers  as  possible. 

"  If  I  can  be  of  further  service  to  you  please  let  me 
know." 

Uniojt    College,    Schenectady,    Dr.    Charles    A.    Eichmond, 
president,  November  10,  1919: 

"  It  would  seem  to  me  desirable  that  some  system  of  com- 
pulsors'  education  for  adult  foreigners  should  be  devised. 
The  future  of  the  country  depends  upon  sound  education. 
Certainly  no  man  ought  to  be  allowed  the  rights  of  citizen- 
ship unless  he  knows  the  language  and  something  of  the  his- 
tory and  government  of  this  country.  I  should  even  go 
further  than  this.  Aliens  should  not  be  given  the  protection 
and  the  advantages  of  America  on  equal  terms  with  those 
who  bear  the  burdens." 

r.  Yonkers  Training  School  for  Teachers,  Yonkers,  Mrs.  Eleanor 
M.  Taylor,  principal,  October  27,  1919: 

'•  Your  very  timely  letter  in  regard  to  preparing  teachers 
of  adult  foreigners  is  at  hand.  The  subject  is  one  of  vital 
importance  to  us  who  are  citizens  of  Yonkers,  for  we  have 
an  ethnic  museum  in  our  midst. 

"The  Americanization  of  this  mass  of  foreigners  seems 
to  devolve  upon  the  public  school  teachers  of  the  city,  and 
how  to  meet  the  problems  involved  is  the  great  question  of 
the  day. 

105 


3330     Citizenship  Training  in  the  State  of  New  York 

"  It  is  evident  that  foreigners  will  not  attend  night  schools 
in  any  considerable  numbers,  therefore  teachers  should  be 
installed  in  factories  and  workshops  to  give  lessons  of  an 
hour's  duration  to  groups  of  workmen,  including  the  women 
workers. 

"As  to  preparing  teachers  in  our  school  —  I  would  sug- 
gest that  very  young  women  are  too  immature  to  meet  the 
problems  involved.  I  suggest  as  a  means  of  training,  the 
introduction  of  a  language  of  Eastern  Europe  in  addition 
to  the  three  years  of  Latin  and  two  of  French  now  required, 
to  the  end  that  the  young  teacher  may  understand  the 
literature  and  aims  of  the  nation  involved  and  feel  a  sympa- 
thetic interest  in  those  aims.  Furthermore,  T  would  put 
argumentation  into  the  curriculum  in  addition  to  the  logic 
and  economics  that  our  students  now  study,  that  they  may 
cope  with  wily  antagonists. 

"  More  European  history  should  be  studied  and  lesson 
plans  on  the  lives  of  European  heroes  be  prepared  for  future 
presentation  to  foreign  children.  There  now  exists  a 
lamentable  lack  of  sympathy  among  our  teachers  with  the 
heroic  ideals  of  our  neighbors  from  overseas.  Sympathy 
must  be  the  keynote  of  our  sentiments  in  this  work. 

"We  must  teach  more  in  regard  to  the  legal  procedure  in 
our  courts  and  cities,  and  stress  the  teaching  (to  our  stu- 
dents) of  the  principles  that  underlie  our  Constitution  and 
our  political  history. 

"  Let  us  put  a  little  more  emphasis  in  the  normal  schools 
on  games  and  dancing.  One  of  our  graduates,  a  woman  of 
thirty-five,  has  been  doing  settlement  work  and  is  now  about 
to  engage  in  Americanization  work,  with  very  little  training 
beyond  that  which  she  received  in  this  school.  And  may  1 
add  that  our  school  has  been  housed  for  eight  years  in  a 
large  public  Italian  school.  No.  18,  and  that  our  only  regret 
was  that  we  wore  obliged  to  leave  it  this  fall.  We  all  loved 
the  ciiildreu." 


CHAPTER  XIV 

Technical  Schools 


1.  Baron  de  Hirsch  Trade  School,  New  York  City,  J.  Ernest  G. 
"Xalden,  superintendent: 

While  this  school  offers  no  courses  specially  designed  for  the 
foreign-born,  many  such  students  are  graduated  each  year 
equipped  to  earn  a  good  living  in  one  of  the  following  branches: 

House  painting. 

Sign  painting. 

Plumbing. 

Electrical  work. 

Operating  engineering. 

Printing, 

Sheet  metal  work. 

Wood  working. 

Machine  work. 

Mechanical  drawing. 

Shop  mathematics. 

2.  The  Berlitz  School  of  Languages,  New  York  City,  M.  D.  Berlitz, 
general  director: 

''During  the  school  year  beginning  September  1,  1918, 
and  ending  August  31,  1919,  we  had  in  our  school  in  Man- 
hattan, jSTew  York,  located  at  30  West  34th  street,  a  total 
of  253  English  students.  Twenty-three  of  them  were  Amer- 
icans who  were  taking  advanced  English  lessons  and  may, 
therefore,  be  disregarded  in  connection  with  your  report. 

''The  230  remaining  are  divided  as  follows: 

"  French 72 

"Spanish,  including  Central  and  South  Americans.  .  59 

"  Italians 7 

"  Japanese 28 

"  Scandinavians lii 

"Greeks 3 

"  Portuguese 3 

"  Germans 13 

"Russians,     including    Poles,    Slovaks,    Bohemians, 

Bulgarians,   Hungarians    28 

"  Hunoarian 1 


'&■' 


"Total 230 


3332     CiTizp:xsnip  Ti;AixrxG  ix  the  State  of  ]S[ew  York 

"  The  majority  of  these  pupils  took  private  instruction, 
taking  from  twenty  to  fifty  lessons  each,  and  in  some  cases 
one  hundred  lessons.  We  should  judge  that  forty  lessons 
per  pupil  would  he  a  fair  average. 

"In  our  Brooklyn  school,  located  at  218  Livingston  street, 
we  had  a  total  of  sixteen  siudeuUs,  divided  as  follows: 

"  K'ussians 6 

"  Lithuanian 1 

"  Spaniards i 

"  Brazilian 1 

"  Norwegians 2 

"  Porto    Rican    1 

"  French 1 

"  Total 1  {) 


"  Our  English  students  represent,  as  you  suggest,  the 
better  class  of  foreigners  who  come  to  America,  and  in  this 
connection  we  may  state  that  of  the  230  foreigners  men- 
tioned, 56  were  guests  at  first  class  hotels,  including  the  Wal- 
dorf, Knickerbocker,  Vanderbilt,  Bihmore,  Brevort,  Prince 
George,  Park  Avenue,  Imperial,  Belmont,  Plaza,  Hotel 
Astor,  Seville,  The  Latham,  ISTetherland,  Majestic,  Man- 
hattan, Ansonia,  Bristol,  San  Remo,  and  others.  Of  the 
non-hotel  addresses  we  find  scarcely  any  of  what  are  tech- 
nically known  as  'East  Side  addresses,'  the  greater  number 
coming  from  the  Fifth  avenue  district  or  the  upper  West 
Side. 

"Your  suggestion  that  these  students  are  generally  well 
educated  in  their  own  language  is  quite  in  accord  with  our 
experience  here.  Many  of  them  besides  possess  an  excel- 
lent reading  knowledge  of  P'nglish  literature,  even  though 
unable  to  understand  the  simplest  English  conversation." 

3.  General  Society  of  Mechanics'  and  Tradesmen  School,  E.  L.  Hoff- 
man, superintendent,  New  York  City: 

This  school  has  about  twenty-six  classes,  covering  mechanical 
and  architectural  drafting,  freehand  drawing,  physics,  electricity, 
and  mathematics,  and  the  course  is  from  one  to  three  years. 

The  annual  enrollment  is  a])uut   J, til  id. 


Technical  Schools  3333 

There  are  no  courses  especially  for  the  foreign-born,  but  many 
such  are  numbered  among  the  students,  notably  Italians  who  take 
the  art  courses. 

The  teachers  are  all  Americans  and  the  courses  are  conducted 
in  English. 

4.  Hebrew  Technical  Institute,  New  York  City,  Edgar  S.  Barney, 
principal : 

This  school  has  an  enrollment  of  about  300,  and  while  theie 
are  no  courses  offered  especially  for  the  foreign-born,  about  40 
per  cent,  of  the  students  enrolled  fall  in  this  category.  The  aver- 
age age  is  16  years. 

The  teacher?  are  American,  but  speak  the  language  of  the 
pupils  they  instruct. 

A  student  need  not  be  Hebraic  to  be  accepted. 

Courses  are  offered  in  common  school  subjects  and  wood  work- 
ing, applied  electricity,  machine  working,  mechanical  drawing, 
freehand  drawing,  tool  making,  physics,  mathematics,  etc. 

5.  Hebrew  Technical  School  for  Girls,  A.  L.  Tewell,  principal, 
New  York  City: 

"  Our  school  is  for  girls  who  have  graduated  from  the 
elementary  public  schools.  They  must  be  at  least  fourteen 
years  of  age  to  be  admitted  to  our  classes.  Our  commercial 
course  takes  two  years  to  complete  and  our  manual,  etc.,  one. 
In  the  commercial  course  each  student  gets  an  English  lesson 
of  forty-five  minutes  in  length  every  day  of  the  two  years, 
and  in  addition  to  that  two  lessons  per  week  (forty-five  min- 
utes each)  in  literature,  spelling,  and  one  each  in  civics  and 
ethical  discussion.  The  girls  in  our  manual  department  do 
not  get  quite  so  much  English. 

''Our  classes  for  those  who  do  not  speak  English  were 
organized  last  winter  as  a  part  of  our  Americanization  work, 
and  were  for  those  of  our  girls'  mothers  who  did  not  speak 
English.  We  had  one  English  and  one  Yiddish-speaking 
teacher  for  each  of  these  classes.  The  mothers  showed  a 
great  interest  in  these  meetings  and  attended  regularly.  We 
have  not  started  them  as  yet  this  year." 
Courses    are    offered    in    stenography,    bookkeeping,    sewing, 

embroidery,  dressmaking,  millinery,  designing,  cooking,  English, 

arithmetic,  psychology. 


3334     Citizenship  Training  in  the  State  of  New  York 

Various  nationalities  are  represented  among  the  students, 
chiefly  Russian.  English  is  spoken  in  all  classes  except  those  for 
the  mothers,  where  Yiddish  is  employed. 

Gentile  students  are  accepted. 

Fifteen  hundred  dollars  is  the  minimum  salary  for  teachers. 

6.  New  York  Trade  School,  New  York  City,  H.  V.  Brill, 
superintendent : 

This  school  offers  no  academic  courses,  believing  the  public 
schools  should  cover  this  field.  Instruction  is  confined  to  plaster- 
ing, bricklaying,  house  painting,  plain  decorating,  pattern  mak- 
ing, plumbing,  steam  and  hot  water  fitting,  printing,  electrical 
wiring,  sign  painting,  sheet  metal  work,  and  pattern  drafting. 
A  course  in  auto  vehicle  mechanics  will  be  offered  shortly. 

Many  foreign-born  students  are  enrolled,  but  no  statistics  are 
available. 

Courses  are  conducted  in  English. 

Teachers  are  American. 

The  policy  of  the  school  in  regard  to  teachers'  salaries  is  that 
they  should  be  paid  an  amount  equivalent  to  the  prevailing  rate 
of  pay  in  their  trade. 


SUB-SECTION  IV 


CITIZENSHIP  TRAINING  IN  ALL  STATES  OTHER 

THAN  NEW  YORK 


[3335] 


SECTION  III 


SUB-SECTION    IV.     CITIZENSHIP  TR.\INING    IN  ALL 
STATES  OTHER  THAN  NEW  YORK 

Chapter  I.     Alabama  pags 

1.  State  Legislation  —  Compulsion  for  Minors 3343 

2.  State  Legislation  ■ —  Compulsion  for  ^I  nors  of  Employment  Age 3349 

3.  State  Legislation  —  English  Language 3359 

4.  State  Legislation  —  ProvidiuT  Fai^ilities  for  Adults 3359 

5.  State  Legislation  —  Providin'?  Facilities  for  Negroes 3361 

6.  State  Legislation  —  Regarding  Teachers 3365 

7.  Special  Legislation 3368 

8.  Letter  from  State  Superintendent 33'J9 

9.  Tuskegee  Institute 33G9 

Chapter  IL     AiaxoxA 

1.  State  Legislation  —  Compulsion  for  Minors 3404 

2.  State  Legislation  —  Compulsion  for  Minors  of  Employment  Age 3404 

3.  State  Legislation  —  The  Flag 3406 

4.  State  Legislation  • —  Patriotic  Exercises 3408 

5.  Letters  from  Superintendent  of  Public  Instruction 3408 

G.  Letters  from  Superintendent  of  Schools,  Phoenix 3409 

Chapter  IIL     Arkans.a^ 

L  State  Legislation  —  Compulsion  for  IMinors  and  Elinors  of  Employment  Age  3410 

2.  State  Legislation  —  Compulsion  for  Minors  between  16  and  21 3410 

3.  State  Legislation  —  English  Language 3410 

4.  Letter  from  Superintendent  of  Public  Instruction 3411 

Chapter  IV.     California 

1.  State  Legislation  —  Compulsion  for  Minors 3412 

2.  State  Legislation  • —  Patriotic  Measures 3413 

3.  State  Legislation  —  Flags 34 13 

4.  State  Legislation  ■ —  Enghsh  Language 3414 

5.  State  Legislation  —  Teacher  Requirements   3414 

<).  State  Legislation  —  Teachers .^IH 

7.  Illiteracy  in  Cahfornia - 3415 

8.  Immigrants  in  Los  Angeles 3416 

9.  Suggestions  for  Speakers  on  Americanization 3421 

10.  Outlines  for  Speakers  on  Americanization 3425 

1 1.  Organization  of  Americanization  Work  for  California 3433 

12.  Citizenship  Training  Through  Public  Schools  —  Civic  Center  Law 3433 

13.  Citizenship  Training  Through  Industries 3435 

14.  Citizenship  Training  Through  Women's  Clubs 3435 

15.  Citizenship  Training  Through  Visiting  Teachers 3436 

16.  Letter  from  State  Commission  of  Immigration  and  Housing 3449 

[3337J 


3338  Citizenship  Training  in  Other  States 

Ckaptek  v.     Colorado  PAOi: 

1.  State  Legislation  —  Compulsion  for  Minors ' 3452 

2.  State  Legislation  —  Flags 3454 

3.  State  I^egislation  —  English  Language 3455 

4.  Citizenship  Training  Program 3455 

Chapter  VI.     Connecticut 

1.  State  Legislation  —  Minors  of  Employment  Age 3458 

2.  Population  Fig^ores 3459 

3.  Letter  from  Americauizat'on  Director 3459 

4.  Letter  from  New  Britain  Superintendent 3460 

5.  Duties  of  a  Local  Director  of  Americanization 3460 

6.  Americanization  Work  in  Rural  Communities 3462 

7.  Americanization  Work  for  Religious  Bodies  and  Through  Parc:l.al  Schools  3464 

8    American'zation  in  Industry 3466 

9.  Manufacturers  Association  of  Connecticut 3468 

10.  Americanization  Work  for  Women  and  Women's  Organizations 3481 

Chapter  VII.     Delaware 

1.  State  Legislation  —  Compulsion  for  Minors 3483 

2.  State  Legislation  —  English  Language 3486 

3.  Letter  from  Commissioner  of  Education 3487 

4.  State  PoUcy  on  Americanization 3488 

a.  Need  of  Americanization 3489 

b.  Survey  of  the  Field 3494 

c.  Census  of  Aliens 3496 

d.  Industrial  Americanization 3501 

e.  Training  Course  for  Teachers 3509 

f.  Night  School  Campaign 3513 

g.  Americanization  Schools 3514 

h.  "  Emergency  "  English  Schools 3516 

i.  Racial  Cooperation 3519 

j.  Proposed  State  Legislation 3519 

5-  Bulletin  of  the  Service  Citizens  of  Delaware 3523 

a.  Historical  Introduction.  3524 

b.  Purpose  of  Program 3529 

c.  Creation  of  Committees 3530 

d.  Preliminary  Education  Work 3536 

e.  Getting  the  Immigrant  into  the  School 3538 

f.  The  Night  School  E.\periment  —  Organization 3542 

g.  Classroom  Instruction 3545 

h.  Preparatiin  for  C  tizenship 3552 

i.  Attendance 3555 

j.  Intcrpretalion  of  America 3562 

k.  Plans  for  Future  Work 3569 

1.  Appendix 3570 


Florida  —  Kansas  3339 

Chapter  VIII.     Florida  page 

1.  State  Legislation  —  Compulsion  for  Minors 361G 

2.  State  Legislation  —  Flags 3618 

3.  Letter  from  Superintendent  of  Public  Instruction 3618 

Chapter  IX.     Georgia 

1.  State  Legislation  • —  Compulsion  for  Minors 3619 

2.  State  Legislation  —  M  nors  of  Employment  Age 3622 

3.  Letters  from  Educators 3622 

Chapter  X.     Idaho 
1.  Letter  from  State  Commissioner 3623 


Chapter  XL     Illinois 

1.  State  Legislation  —  Compulsion  for  Minors  and  for  Minors  of  Emp  oyment 

Age " 3624 

2.  State  Legislation  —  Minors  of  Employment  Age 3624 

3.  State  Legislation  ■ —  English  Language 3628 

4.  Citizenship  Training  Through  Industries 3629 

5.  Recommendations  o  Educators 3630 


Chapter  XII.     Indiana 

1.  State  Legislation  • —  Compulsion  for  Minors 3632 

2.  State  Legislation  —  Flags 3634 

3.  State  Legislation  —  Patriotic  Exercises c.635 

4.  State  Legislation  —  Enghsh  Language 3635 

5.  Citizenship  Training  Through  Public  Schools 3637 

6.  Recommendations 3638 


Chapter  XIII.     Iowa 

\.  State  Legislation  ■ —  Compulsion  for  Minors 3639 

2.  Stat«  Legislation  • —  Patriotic  Measu  es 36-iO 

3.  State  Legislation  ■ —  Flags 3641 

4.  State  Legislation  —  English  Language 36-Jl 

5.  Citizenship  Training  Through  Pub  ic  Schools 3642 

6.  Citizenship  Training  Through  Industries 3644 

7.  Recommendations 3644 


Chapter  XIV.     Kansas 

1.  State  Legislation  • —  Compulsion  for  Minors 3645 

2.  State  Legislation  ■ —  Minors  of  Employment  Age 3646 

3.  State  Legislation  • —  Patriotic  Measures 3647 

4.  State  Legislation  —  Flags 3647 

5.  State  Legislation  ■ —  English  Language 3650 

6.  State  Legislation  ■ —  FaciUties  for  Adults . .  3  )51 


3o-iO  Citizenship  Tkainikg  in  Otuii;  States 

Chapter  XV.     Kentucky  page 

1.  State  Legislation  —  Compulsioa  for  Minors 3652 

2.  State  Legislation — Compulsion  for  Minors  of  Employment  Age 3652 

3.  Citizenship  Training  Through  Public  Schools 3653 

4.  Letter  from  Louisville  Courier-Journal  Job  Printing  Company 3654 

5.  Recommendations  for  Citizenship  Training 3655 

Chapter  XVL     Louisiana 

1.  State  Legislation  —  Compulsion  for  Minors 3656 

2.  State  Legislation  • —  Patriotic  Measures 3658 

3.  State  Legislation  —  EiigUsh  Language 3661 

4.  State  Legislation  —  FaciUties  for  Adults 3661 

5.  State  Legislation  • —  Teachers 3662 

6.  Letter  from  State  Superintendent 3662 

Chapter  XVII.     Maine 

1.  State  Legislation  • —  Compulsion  for  Minors 3663 

2.  State  Legislation  —  Minors  of  Employment  Age 3664 

3.  State  Legislation  ■ —  Flags 3665 

4.  State  Legislation  ■ —  Americanization 3666 

5.  Proposed  Legislation 3666 

6.  Letter  from  State  Superintendent  of  PubUc  Schools 3667 


Chapter  XVIII.     Maryland 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Employment  Age  3669 

2.  State  Legislation  —  Patriotic  Measures 3670 

3.  Citizenship  Training 3670 


Chapter  XIX.     Massachusetts 

1.  State  Legislation  • —  Compulsion  for  Minors  and  Minors  of  Employment  Age  3672 

2.  State  Legislation  —  Compulsion  for  Minors  of  Employment  Age 3673 

3.  State  Legislation  —  Flag 3676 

4.  State  Legislation  —  English  Language 3576 

5.  Citizenship^  Training  Through  Public  Schools 3(i77 

6.  Citizenship  Training  Through  Pubhe  Library 3677 

7.  Letter  from  State  Supervisor  of  Americanization 3678 

8.  Department  of  University  Extension 3679 

9.  Report  of  Committee  on  Teacher  Training  in  Americanization 3682 

10.  Points  for  Workers  in  Americanization 3686 

11.  Letter  to  School  Superintendents 3690 

12.  Plans  for  Education  of  Adult  Immigrants 3690 

13.  Citizenship  Training  Through  Non-sectarian  Organizations 3693 

14.  Citizenship  Training  Through  Industries 3694 

15.  Letter  from  Y.  M.  C.  A.,  New  Bediord 3708 

16.  Recommendations 3709 


n 


Michigan  —  Nevada  3341 


Chapter  XX.     Michigan  page 

1.  State  Legislation  —  Compulsion  for  Minors  anJ  Minors  of  Employment  Age  3711 

State  Legislation  —  Patriotic  Measures b712 

3.  State  Legislation  —  Flags 3713 

4.  State  Legislation  —  English  Language 3713 

5.  Letter  from  Superintendent  of  Public  Instruction 3713 

6.  Detroit  Campaign 3714 

7.  Citizenship  Training  Through  Industries 371o 

Chapter  XXI.     Minnesota 

1.  State  Legislation  • — •  Compulsion   for   Minors    and    Minors     of     Employ- 

ment Age 3726 

2.  State  Legislation  ^  Flags 3727 

3.  State  Legislation  —  English  Language 3728 

4.  Citizenship  Training  Through  Public  Schools 3728 

5.  Letter  from  Deputy  Commissioner  of  Education 3729 

6.  St.  Paul  Association 3729 

7.  St.  Paul  Americanization  Committee 3730 

S.  University  of  Minnesota 3730 

Chapter  XXII.     Mississippi 

1.  State  Legislation  —  Compulsion  for  Minors 3758 

2.  Letter  from  Assistant  Superintendent  of  Public  Education 3761 

3.  Citizenship  Training  Through  Public  Schools 3762 

Chapter  XXIII.     Missouri 

1.  State  Legislation  —  Compulsion  for  Minors 3764 

2.  Compulsion  for  Minors  of  Employment  Age 3765 

3.  Citizenship  Training  Through  PubUc  Schools 3766 

4.  Citizenship  Training  Through  the  Y.  M.  C.  A 3766 

Chapter  XXIV.     Montana 

1.  State  Legislation  • —  Compuls  on  for  Minors  and  Minors  of  Employment  Age  3789 

2.  State  Legislation  —  Flags 3791 

3.  Citizenship  Training  Through  Public  Schools 3792 

Chapter  XXV.     Nebraska 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Employment  Age  3794 

2.  State  Legislation  • —  English  Language 3796 

3.  Letter  from  State  Superintendent  of  Public  Instruction 3797 

Chapter  XXVI.     Nevada 

1.  State  Legislation  ■ —  Compulsion  for  Minors 3798 

2.  State  Legislation  —  Compulsion  for  Minors  of  Employment  Age 3805 

3.  State  Legislation  —  Flags 3808 

4.  State  Legislation  —  Facilities  for  Adults 3809 

5.  State  Legislation  —  Teacher  Requirements 3811 

6.  Citizenship  Training  Through  Public  Schools 3813 

7.  Letter  from  Superintendent  of  Pubhc  Instmction 3814 

8.  Quotations  from  Nevada  Educational  Bulletin 3814 


3342  CiTizEisTSHip  Training  in  Other  States 

Chapter  XXVII.     New  Hampshieb  paqb 

1.  State  Legislation  ■ —  Minors  Between  16  and  21 3817 

2.  State  Legislation  —  Adults 3817 

3.  State  Legislat'on  — ■  English  Language 3818 

4.  Citizenship  Training  Through  Public  Schools 3818 

5.  Appropriation  for  Citizenship  Train  ng 3819 

6.  Letter  from  Deputy  Comm  ssioner  of  Education 3819 

7.  Tentative  Course  for  the  Teaching  of  English  to  New  Americans 3822 

a.  Introduction 3822 

b.  Beginners'  Course 3824 

c.  Intermediate  Course 3835 

d.  Advanced  Course 3843 

e.  Suggested  List  of  Books 3844 

8.  Teaching  of  English.  Lang-uage  in  PubHc,   Parochial  and  Other  Private 

Schools,  and  to  non-English  Speaking  Adults 3851 

a.  Some  Steps  Already  Taken 3851 

b.  Foreword 3851 

c.  Correspondence  with  Bishop 3852 

d.  Report  of  Conference  on  Evening  Schools 3858 

e.  Impression  of  a  Going  Concern 3858 

f.  Manchester's  Program 3860 

g.  Bishop's  Letter  to  the  Clergy  of  his  Diocese 3862 

h.  Editorial  from  New  Hampshire  Newspapers 3865 

i.  How  It  Works  Out 38G7 

j.  Resolutions  of  New  Hampshire  Federation  of  Labor 3868 

k.  Resolutions  of  New  Hampshire  INIanufacturers'  Associat  on 3870 

1.  Resolutions  of  the  Association  Canado-Americaine 3871 

m.  Committee  on  Americanization  —  Personnel 3872 

9.  Citizenship  Training  Through  Industries 3872 

10.  C  tizenship  Training  —  Teachers 3873 

11.  Recommendations 3874 

Chapter  XXVIII.     New  Jersey 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Emp'oyment  Age  3876 

2.  State  Leg  slation  —  Patriotic  Measures 3879 

a.  Service  Flag 3879 

b.  Junior  Red  Cross 3880 

c    Special  Courses 3880 

3.  State  Legislation  ■ —  Flags 3881 

4.  Need  o   Americanization  in  New  Jersey 3882 

5.  Citizenship  Training  Through  Public  Schools 3883 

6.  Teacher  Requirements 3885 

7.  Appropriation  for  Citizenship  Training 3885 

8.  Citizenship  Training  Through    Industries 3886 

Chapter  XXIX.     New  Mexico 

1.  State  Legis  ation  ■ —  Facilities  for  Minors  and  Minors  of  Employmen    Ag  3888 

2.  State  Legis'ation  ■ —  Flags 3890 

3.  State  Legislation  —  Engli-h  Language 3890 

4.  Letter  from  Superintendent  of  Education 3890 

5.  Citizenship  Train  ng  Through  Public  Schoo's 3890 

6    "  Americanization  Day  "  Bulletin  —  (Roosevelt  Memorial) 3891 


North  Carolina — Oregon  3343 

Chapter  XXX.     North  Carolina  page 

1.  S  ate  Legislation  —  Faci  ities  for  Minora 3902 

2.  S  ate  Lsgislation  —  Facilities  for  Minors  and  Minors  of  Employment  Age  3902 

3.  State  Legislat  on  —  Facilities  for  Adults 3906 

4.  How  to  Organ'ze  and  Conduct  Community  Schools  for  Adalts 3909 

5.  Letter  from  State  Department  of  Public  Instruction 3912 

6.  Citizenship  Training  Through  Women's  Clubs 3912 

Chapter  XXXL     Nobth  Dakota 

1.  State  Legislation  —  Facilities  for  Minors  and  Minors  of  Emplo3^in?nt  Age  3947 

2.  State  Legislation  —  Facilities  for  Adults 3949 

3.  Letter  from  State  Superintendent  of  Pub  ic  Instruction 3951 

Chapter  XXXII.     Ohio 

1.  Citizenship  Tra'ning  in  Akron 3952 

a.  Letter  f~om  Director  of  Americanization 3952 

b.  Organization  and  Administration  of  Americanization  Schools 3953 

c.  ]\Iethod3  of  Teaching  English  in  Americanization  Schools 3957 

d.  Train'ng  of  Teachers  and  Supervision  of  Instruction  in  Amer  caniza- 

tion  Schools 3962 

e.  How  Americanization  Program  Reaches  Foreign-Born  Woman  and 

Her  Home 3968 

2.  Citizenship  Training  in  Cincinnati 3972 

3.  Citizenship  Training  in  Cleveland 3973 

a.  Letter  from  Assistant  Superintendent  of  Education 3973 

b.  Report  by  Committee  on  Education  of  Chamber  of  Cornincrce 3974 

4.  Citizenship  Training  in  Columbus 3989 

a.  Letter  from  Inspector  of  Teacher  Training 3989 

b.  Letter  from  Ohio  Institute  for  Public  Efficiency 3990 

c.  What  Is  American'zation? 3990 

d.  Practical  Americanization  Program 3993 

e.  EngUsh  Speech  for  Foreign  Tongues 3997 

f .  Teaching  English  to  Immigrants 4007 

5.  Report  of  Council  of  National  Defense 4016 

6.  American  zation  in  Industries 4037 

7.  Americanization  Through  Public  Library 4044 

Chapter  XXXIII.     Oklahoma 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Employment  Age  4051 

2.  State  Legislation  —  Patriotic  Measure.-. 4051 

3.  State  Legisat  on  —  Flags 4052 

4.  State  Log  slation  —  English  Language 4052 

5.  Citizenship  Training  Through  Pub  .c  Schools 4053 

Chapter  XXXIV.     Oregon 

1.  State  Legislation  ■ —  Compulsion  for  Minors  and  Minors  of  Employment  Age    4054 

2.  State  Legislation  —  Flags 4057 

3.  State  Legislation  • —  English  Language 4058 

4.  Recommendation  for  Citizenship  Training  Course 4058 

5.  State  Legislation  Providing  FaciUties  for  Adults • 4058 

6.  Letter  from  Superintendent  of  Public  Instruction 4059 


3-344  CiTizETcsHip  Traimng  IX  Other  vStates 

Chaptek  XXXV.     Pennsylvania  page 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Employment  Age  4060 

2.  State  Legislation  —  Compulsion  for  Minors  of  Emplo^'-ment  Age 4061 

3.  State  Legislation  • —  Patriotic  Measures 4062 

4.  State  Legislation  —  Flags 4062 

0.  State  Legislation  Providing  Facilities  for  Adults 4062 

6.  Letter  from  State  Superintendent  of  Public  Instruction 4065 

7.  Citizenship  Training  Through  Industries 4066 

Chapter  XXXVI.     Riiode  Island 

L  State  Legislation  ■ —  Compulsion  for  Minors 4067 

2.  State  Legislation  —  .Minors  of  Employment  Age 4068 

3.  State  Legislation  • —  Patriotic  Measures 4070 

4.  Act  to  Promote  Americanization 4072 

6.  Letter  from  General  Fire  Extinguisher  Compam- 4082 

Chapter  XXXVII.     South  Carolina 

I.  Letter  from  State  Superintendent  of  Education 4083 

Chapter  XXXVIII.     South  Dakota 

1.  State  Legislation- — Compulsion  for  Minors  and  Minors  of  Er.splnjraent  Age  4084 

2.  State  Legislation  ■ —  Compulsion  for  Alinors  between  16  and  21 4084 

3.  State  Legislation  • —  Patriotic  Mea.sures 4086 

4.  Americanization  of  South  Dakota 4087 

a.  A  South  Dakotan's  Creed 4087 

b.  Goal  of  Americanization  Training 4088 

c.  Act  to  Pron:cte  Ainer-canization 4090 

d.  What  Americanization  Is 4093 

e.  What  Americanization  Is  Not 4095 

f.  Reasons  For  Americanization  Work 4096 

g.  Who  Can  Help  In  Americanization  Work? 4098 

h.  Justification  of  South  Dak  ila  Americanization  Law 4101 

i.  Americanization  Work 4102 

j.  Speech  of  Hon.  Franklin  K.  Lane 4109 

Chapter  XXXIX.     Tennessee 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Employment  Age  4111 

2.  State  Legislation  ■ —  Teacher  Requirements 4112 

Chapter  XL.     Texas 

1.  State  Legislation  —  Compulsion  for  Minors 4113 

2.  State  Legislation  —  Flags 4 1 14 

3.  Letter  from  State  Superintendent  of  Education 4114 

Chapter  XLI.     Utah 

1.  State  Legislation  —  Compulsion  for  Minors  and  Minors  of  Employment  Age  4115 

2.  State  Legislation  —  Compulsion  for  Adults 4116 

3.  Letter  from  Assistant  Superintendent  of  Public  Instruction 4119 

4.  Jjetters  from  Director  of  Americanization 4119 


Virginia  —  Wyoming  3345 

Chapter  XLII.     Vermont  pagk 

1.  Letter  from  Commissioner  of  Education 4121 

Chapter  XLIII.     ViRGi\rA 

1.  State  Legislation  —  Compulsion  for  Minors 4123 

2.  State  Legislation  —  Flags 4124 

3.  State  Legislation  Providing  Facilities  for  Adults 4124 

4.  Letter  from  State  Board  of  Education 4125 

5.  Hampton  Institute 4126 

Chapter  XLIV.     Washington 

1.  State  Legislation  ■ —  Directors 4138 

2.  State  Legislation  • —  Compulsion  for  Minors  and  Minors  of  Employment  Age  4138 

3.  State  Legislation  —  Patriotic  Measures 4139 

4.  State  Legislation  ■ —  Flags 4139 

5.  State  Legislation  • —  Patriotic  Exercises 4140 

6.  State  Legislation  —  English  Language 4140 

7.  State  Legislation  • —  Teacher  Requirements 4140 

S.  Constitutional  Government  League  Speeches 4145 

Chapter  XLV.     West  Virginia 

1    State  Legislation  ■ —  Compulsion  for  Minors 4152 

2.  State  Legislation  —  Compulsion  for  Minors  of  Employment  Age 4153 

3.  State  Legislation  —  Flags 4154 

4.  State  Legislation  Providing  Facilities  for  Adults 4155 

Chapter  XLVL     Wisconsin 

1.  State  Legislation  • —  Compulsion  for  Minors  and  for  Minors  of  Employment 

Age 4156 

2.  Report  on  Construction 4157 

3.  Letter  from  Superintendent  of  Public  Instruction 4160 

4.  Letters  from  University  of  Wisconsin 4169 

5.  Letter  from  State  Board  of  Vocational  Education 4162 

Chapter  XLVII.     Wyoming 

1.  State  Legislation  • —  Compulsion  for  Minors 4163 

2.  State  Legislation  —  Flags 4163 

3.  Letter  from  Commissioner  of  Education 4164 


CHAPTER  I 
Alabama 


1.    State  Legislation  —  Compulsion  for  Minors 

Article  15.  School  Attendance 
Section  1.  Every  parent,  guardian  or  other  person  in  the  State 
of  Alabama  having  control  or  chari>c  of  anv  child  or  children 
between  the  ages  of  eight  (8)  and  sixteen  (16)  years  shall  be 
required  to  send  such  child  or  children  to  a  public  school  or  to 
a  private,  denominational  or  parochial  school,  taught  by  a  com- 
petent instructor,  and  such  child  or  children  shall  attend  scho)I 
for  the  entire  length  of  the  school  term  in  every  scholastic  year, 
provided  that  the  county  or  city  board  of  education,  as  the  case 
may  be.  shall  have  power  to  reduce  the  period  of  compulsory  at- 
tendance to  not  less  than  one  hundred  (100)  days  for  any 
individual  school,  unless  the  school  term  for  any  school  is  less 
than  one  hundred  (100)  days,  in  which  event  the  period  of  com- 
pulsory attendance  shall  be  for  the  entire  school  tei-m.  Tho 
period  of  compulsory  attendance  shall  commence  at  the  beginning 
of  the  school,  unless  othei-wise  ordered  by  the  county  or  city  board 
of  education,  as  the  case  may  be,  with  the  approval  of  the  State 
Board  of  Education. 

§  2.  Any  child  or  children  fourteen  (14)  years  of  age  and 
upward,  who  have  completed  the  elementaiy  course  of  study  or 
the  equivalent  thereof,  or  who  are  legally  and  regi^larly  employed 
under  the  provisions  of  the  Child  Labor  Law,  shall  be  exempt 
from  the  provisions  of  this  article,  and  in  case  there  be  no  public 
school  within  two  and  one-half  miles  by  the  nearest  traveled  road 
of  any  person  between  the  ages  of  eight  (8)  and  sixteen  (16) 
years,  he  or  she  shall  not  be  subject  to  the  provisions  of  this 
article,  unless  public  transportation  within  reasonable  walking 
distance  is  provided. 

§  3.  Any  child  or  children  who  are  physically  or  mentally 
incapacitated  for  the  work  of  the  school  are  exempt  from  this 
article,  but  the  school  authorities  shall  have  the  right,  and  they  arc 
hereby  authorized,  when  exemptions  under  the  provisions  of  this 
article  are  claimed  by  any  parent,  guardian  or  other  person  hav- 
ing control  of  any  child  or  children,  to  require  from  a  practicing 

[3346] 


Alabama  3347 

physician  a  properly  attested  certificate,  that  such  child  or  chil- 
dren should  not  be  required  to  attend  school  for  some  physical  or 
mental  condition  which  renders  attendance  impracticable  or 
inexpedient. 

§  4.  'J'hat  in  any  case  where  the  court  before  which  any 
prosecution  is  brought  for  violation  of  the  provisions  of  this  article 
shall,  after  inquiry  find  as  a  fact  that  the  parent,  guardian  or 
other  person  having  control  of  the  child  or  children  is  unable  to 
provide  necessary  books  and  clothes  in  order  that  the  child  or 
children  may  attend  school  in  compliance  with  law,  such  parent, 
gniardian,  or  other  person  having  the  control  of  the  child  or  chil- 
dren shall  be  discharged,  and  such  child  or  children  shall  be 
turned  over  to  the  juvenile  court,  or  to  the  State  Child  Welfare 
Department  to  be  dealt  with  as  a  dependent  child. 

§  5.  The  county  board  of  education  shall  arrange  the  county 
exclusive  of  cities  into  one  or  more  attendance  districts,  and  said 
board  shall  appoint  an  attendance  officer  for  every  district  created, 
who  shall  reside  in  the  district  and  who  shall  hold  his  office  at 
the  will  of  the  county  board  of  education,  and  the  board  of  educa- 
tion of  each  city  of  two  thousand  (2,000)  or  more  inhabitants, 
according  to  the  last  or  any  succeeding  Federal  census,  shall 
appoint  one  or  more  attendance  officers  to  serve  at  the  pleasure 
of  the  appointing  board,  provided  that  this  article  shall  be  so  inter- 
preted as  to  mak«  it  possible  for  city  and  county  boards  of  educa- 
tion, boards  of  revenue  and  courts  of  countv  commissionei'S  to 
jointly  employ  any  person  or  persons  to  carry  out  the  provisions 
of  this  article  and  such  additional  duties  as  may  be  assigned  them 
by  such  boards  or  governing  bodies,  in  connection  with  the  juven- 
ile court  of  the  county  or  the  State  Child  Welfare  Department. 

§  6,  At  the  beginning  of  the  annual  period  of  compulsory 
attendance,  the  county  superintendent  of  education  or  the  city 
superintendent  of  schools,  as  the  case  may  be,  shall  supply  to  each 
principal  teacher  in  each  school  a  list  of  all  children  between  the 
ages  of  eight  and  sixteen  years,  who  shall  attend  such  school.  At 
the  end  of  the  fifth  day  of  the  opening  of  the  school,  the  principal 
teacher  shall  report  to  the  attendance  officer  of  the  attendance 
district,  the  names  and  addresses  of  all  persons  between  the  ages 
of  eight  (8)  and  sixteen  (16)  years,  who  have  not  enrolled  in  said 
schools,  and  thereafter  throughout  the  compulsory  attendance- 
period,  the  principal  teacher  of  each  school  shall  report  at  least, 
weekly  the  names  and  addresses  of  all  pupils  betv>-een  the  ages  of 
eight    (8)    and   sixteen    (16)    years  who   are   absent    and   whose 


33  1:8  Citizenship  Training  in  Other  States 

absence  is  not  satisfactorily  explained  by  the  parent,  guard!  a  a 
or  other  person  having  control  of  the  child. 

§  7.  It  shall  be  the  duty  of  the  attendance  officer  to  investigate 
all  cases  of  non-enrollment  and  non-attendance  reported  to  him 
in  accordance  with  section  0  of  this  article.  In  all  cases  investi- 
gated where  no  valid  ruiison  for  non-enrollment  or  non-attendance 
is  found,  it  shall  be  the  duty  of  the  attendance  officer  to  give 
written  notice  to  the  parent,  guardian  or  other  person  having 
control  of  the  child,  and  in  the  event  of  the  absence  of  the  parent, 
guaidian  or  other  person  having  control  of  the  child,  from  his  or 
her  usual  place  of  residence,  the  attendance  officer  shall  leave  a 
copy  of  the  notice  witli  some  person  over  twelve  years  of  ago 
residing  at  the  usual  place  of  residence,  with  instructions  to  hand 
such  notice  to  such  parent,  guardian  or  other  person  having  con- 
trol of  such  child,  which  notice  shall  require  the  attendance  of 
said  child  at  the  school  within  three  days  from  date  of  said  notice. 

§  8.  If  within  three  (3)  days  from  date  of  service  of  the  notice 
the  parent,  guardian,  or  other  person  having  the  control  of  the 
child  does  not  comply  with  the  provisions  of  this  article,  then 
the  attendance  officer  shall  make  complaint  in  the  name  of  the 
State  of  Alabama,  against  such  parent,  guardian,  or  other  person 
having  control  of  such  child  in  a  court  of  competent  jurisdiction, 
whir-h  court  shall  hear  and  try  all  complaints,  impose  fines,  enforce 
their  collection  by  imprisonment  if  necessary,  and  fully  execute 
the  provisions  of  this  article. 

§  9.  It  shall  be  unlawful  for  any  parent,  guardian,  or  other 
person  having  control  of  a  child  to  fail  to  send  such  child  to  school 
as  required  by  the  provisions  of  this  article,  and  any  parent, 
guardian,  or  other  person  violating  the  provisions  of  this  article, 
shall  be  euiltv  of  a  misdemeanor,  and  shall  be  fined  in  a  sum  of 
not  less  than  five  ($5)  dollar?^,  nor  more  than  fifty  ($50)  dol- 
lars, and  may  bo  committed  to  the  county  jail  for  a  term  of  not 
to  exceed  thirty  (30)  days.  All  fines  collected  shall  be  paid 
into  the  county  or  city  treasury,  as  the  case  may  be,  and  it  is 
hereby  made  the  duty  of  all  city  attorneys  in  their  respective 
cities,  and  of  all  county  and  circuit  solicitors  for  the  respective 
oounties  and  districts  to  prosecute  all  complaints  filed  and  actions 
brought  under  this  article. 

§  10.  .  .  .  Every  teacher  employed  in  the  schools  giving 
instruction  to  pupils  within  the  compulsory  attendance  ages,  shall 
after  October  1,  1920,  hold  a  teacher's  certificate  issued  by  the 
State  Department  of  Education. 


Alabama  3349 

2.  State  Legislation  —  Compulsion  for  Minors  of  Employment  Age 

An  Act  to  amend  an  act,  entitled  ''An  Act  to  regulate  tke 
employment  of  minor  children  within  the  State  of  Alabama ;  to 
prohibit  the  employment  of  minors  under  certain  conditions;  to 
provide  for  the  inspection,  and  regulation  of  establishments,  occu- 
pations, plac-es  and  premises  where  minors  are  employed;  to 
entrust  the  enforcement  of  the  provisions  of  this  act  to  the  State 
Prison  Inspector;  to  publish  violations  of  this  act,  and  approved 
Februarv  24,  1915." 

Be  it  enacted  by  the  Legislature  of  Alabama: 

That  an  act,  entitled  '"An  Act  to  regulate  the  employment  of 
minor  children  within  the  State  of  Alabama;  to  prohibit  the 
employment  of  minors  under  certain  conditions;  to  provide  for 
the  inspection  and  regulation  of  establishments,  occupations, 
places,  and  premises  where  minors  are  employed ;  to  entrust  the 
enforcement  of  the  provisions  of  this  act  to  the  State  Prison 
Inspector;  to  punish  violations  of  this  act,  and  approved  February 
24,  1915,"  be  and  the  same  is  hereby  amended  so  as  to  read  as 
follows : 

Section  1.  That  no  child  under  fourteen  years  of  age  shall  be 
employed,  permitted,  or  suffered  to  work  in  any  gainful  occupa- 
tion, except  agriculture  or  domestic  service;  provided,  however, 
that  boys  twelve  years  of  age  or  over  may  be  employed  in  business 
offices  and  mercantile  establishments,  except  soft  drink  and  ice 
c-ream  establishments,  restaurants  or  cafes,  during  the  summer 
vacation  when  the  public  schools  in  the  city  or  town  in  which  the 
child  resides  are  not  in  session,  if  the  child  secures  and  files  with 
employer  a  special  permit  or  certificate  as  hereinafter  prescribed ; 
and  provided  further  that  boys  twelve  years  of  age  or  over  may  be 
employed  in  the  distribution  and  sale  of  newspapers  and  other 
printed  matter  as  ])rovided  for  in  section  13  of  this  act. 

§  2.  No  child  under  sixteen  years  of  age  shall  be  employed, 
permitted,  or  suffered  to  work  in  any  gainful  occupation,  except 
agriculture  or  domestic  service,  for  more  than  six  days  in  any  one 
week,  or  more  than  forty-eight  hours  in  any  one  week  or  more  than 
eight  hours  in  any  day,  or  before  the  hour  of  six  o'clock  in  th  v 
morning,  or  after  the  hour  of  seven  o'clock  in  the  evening.  The 
presence  of  any  child  under  sixteen  years  of  age  in  any  mil'. 
factory,  or  workshop,  laundry,  or  mechanical  establishment  shall 
be  prima  facie  evidence  of  its  employment  therein. 

§  3.    It  shall  be  the  duty  of  every  employer  to  post  and  keep 


3350  Citizenship  Tkaixing  i>^  Otiikk  States 

posted  in  a  conspicuous  place  in  every  room  where  any  child 
under  the  age  of  sixteen  years  is  employed,  permitted,  or  suffered 
to  work,  a  printed  notice  stating  the  maximum  number  of  hours 
such  persons  may  be  required  or  be  permitted  to  work  on  each  day 
of  the  week,  the  hours  of  commencing  and  stopping  work,  and 
the  hours  allowed  for  dinner  or  other  meals.  The  printed  form  of 
such  notice  shall  be  furnished  by  the  Inspector  hereinafter  named, 
and  the  employment  of  any  minor  for  a  longer  time  in  any  day 
so  stated,  or  at  any  time  other  than  as  stated  in  such  printed  form 
of  notice,  shall  be  deemed  a  violation  of  the  provisions  of  this  act. 

§  4.  No  person  under  the  age  of  eighteen  years  shall  be 
employed,  permitted  or  suffered  to  work  as  a  messenger  for  any 
person,  firm,  or  corporation  engaged  in  the  business  of  telegraph, 
telephone,  or  messenger  service,  in  the  distribution,  transmission 
or  delivery  of  goods  or  messages  after  the  hour  of  ten  o'clock  in 
the  evening,  or  before  the  hour  of  six  o'clock  in  the  morning  of 
any  day;  and  no  person  under  twenty-one  years  of  age  shall  be 
employed  in  any  establishment  where  intoxicating  liquors  are 
manufactured  or  sold  nor  to  work  in  any  pool  or  billiard  room 
or  place. 

§  5.  1^0  child  under  the  age  of  sixteen  years  shall  be  employed, 
permitted,  or  suft'ered  to  work  at  any  of  the  following  occupations 
or  in  any  of  the  following  positions:  (1)  operating  or  assisting 
in  operating  any  of  the  following  machines:  (a)  circular  or  band 
saws;  (b)  wood  shapers;  (c)  wood  jointers;  (d)  planers;  (e) 
sand  paper  or  wood  polishing  machinery;  (f)  wood  turning  or 
boring  machinery ;  (g)  machines  used  in  picking  wool,  cotton,  hair 
or  any  other  material;  (h)  job  or  cylinder  printing  presses;  (i) 
boring  or  drilling  presses;  (j)  stamping  machines  used  in  sheet 
metal  or  tin  ware,  or  in  paper  or  leather  manufacturing,  or  in 
washer  or  nut  factories;  (k)  metal  or  paper  cutting  machines; 
(1)  corner  staying  machines;  (m)  steam  boilers;  (n)  dough  brakes 
or  cracker  machinery  of  any  description ;  (o)  wire  or  iron 
straightening  or  drawing  machinery;  (p)  rolling  mill  machinery; 
(q)  power  punches  or  shears;  (r)  washing,  grinding  or  mixing 
machinery;  (s)  laundering  machinery;  (t)  nor  engage  in  any 
work  in  or  about  a  rolling  mill,  machine  shop  or  manufacturing 
establishment  which  is  hazardous,  or  dangerous  to  health,  limb, 
or  life;  (2)  or  in  proximity  to  any  hazardous  or  unguarded  gear- 
ing; (3)  or  upon  any  railroad,  whether  steam,  electric,  or 
hydraulic;  (4)  or  upon  any  vessel  or  boat  engaged  in  navigation 
or  commerce  within  the  jurisdiction  of  this  state. 


Alabama  3351 

§  6.  Xo  child  under  the  age  of  sixteen  years  shall  be  employed, 
pciuiitted,  or  suffered  to  work  in  any  capacit}':  (1)  in,  about 
or  in  connection  with  any  processes  in  which  dangerous  or  poison- 
ous acids  are  used;  (2)  nor  in  the  manufacture  or  packing  of 
paints,  colors,  white  or  red  lead;  (3)  nor  in  soldering;  (4)  nor  in 
occupations  causing  dust  in  injurious  quantities;  (5)  nor  in  the 
manufacture  or  use  of  poisonous  dyes;  (6)  nor  in  the  manufacture 
or  preparation  of  compositions  with  dangerous  or  poisonous  gases ; 
(7)  nor  in  the  manufacture  or  use  of  compositions  of  lye  in  which 
the  quantity  is  injurious  to  health;  (8)  nor  on  scaffolding; 
'9)  nor  in  heavy  work  in  the  building  trades;  (10)  nor  in  any 
tunnel  or  excavation;  (11)  nor  in,  about,  or  in  connection  with 
any  mine,  coke  breaker,  coke  oven,  or  quarry;  (12)  or  in  assort- 
ing, manufacturing  or  packing  tobacco;  (13)  nor  to  operate  any 
automobile,  motor  car  or  tnick ;  (14)  nor  to  w'ork  in  any  bowling 
alley;  (15)  nor  shall  any  child  under  the  age  of  sixteen  years  be 
employed  upon  the  stage  of  any  theater  or  concert  hall,  or  in  con- 
nection with  any  theatrical  performance  or  other  exhibition  or 
show,  except  that  children  fourteen  years  of  age  may  be  employed 
as  ushers  in  theaters  or  concert  halls  in  accordance  with  the  pro- 
visions of  sections  2  and  7  of  this  act;  (16)  nor  in  any  place  or 
occupation  which  the  State  Board  of  Health  may  declare  danger- 
ous to  life  or  limb  or  injurious  to  the  health  or  morals  of  children 
under  sixteen  vears  of  aee.  The  State  Board  of  Health  shall  have 
authority  to  declare  any  place  or  occupation  dangerous  to  life  or 
limb  or  injurious  to  health  or  morals  of  children  under  sixteen 
years  of  age. 

§  7.  It  shall  be  unlawful  for  any  firm,  person,  or  corporation  to 
employ,  permit,  or  suffer  any  child  under  sixteen  years  of  age  to 
work  in  any  gainful  occupation,  except  agriculture  or  domestic 
service,  unless  such  person,  firm,  or  corporation  keeps  on  file  for 
the  inspection  of  the  officials  charged  with  the  enforcement  of  this 
act,  an  employment  certificate,  as  hereinafter  provided  for  every 
such  child ;  and  unless  such  person,  firm  or  corporation  keeps  on 
file  for  the  inspection  of  the  officials  charged  with  the  enforce- 
ment of  this  act,  a  complete  list  of  all  such  children  employed 
therein.  The  inspector  charged  with  the  enforcement  of  this  act 
may  make  demand  on  any  employer  in  whose  establishment  a 
child,  apparently  under  sixteen  years  of  age,  is  employed  or  per- 
mitted or  suffered  to  work,  and  whose  employment  certificate  is 
not  filed  as  required  by  this  act,  that  such  employer  shall  furnish 


3352  CiTizKNSiiii'  Training  in  Other  States 

such  official  evidence  satisfactory  to  Liiu  that  such  child  is,  in  fact, 
sixteen  years  of  age  or  over,  or  shall  cease  to  employ  or  permit  or 
suffer  such  child  to  work  therein.  Such  official  may  require  from 
such  employer  the  same  evidence  of  age  of  such  child  as  is  required 
for  the  issuance  of  any  employment  certificate,  and  the  employer 
furu itching  such  evidence  shall  not  be  required  to  furnish  any 
further  evidence  of  age  of  the  child.  In  any  case  such  employer 
shall  fail  to  produce  and  deliver  to  such  official  such  evidence  of 
age  thereby  required  of  him,  and  thereafter  continue  to  employ 
8uc4i  child  or  permit  or  suffer  such  child  to  work  in  such  establish- 
ment, proof  of  the  failure  to  produce  and  file  such  evidence  shall 
be  prima  facie  evidence  in  prosecution  that  such  child  is  under 
sixteen  years  of  age  and  unlawfully  employed.  Any  official 
charged  with  the  enforcement  of  this  act  may  cancel  any  employ- 
ment certificates  found  to  be  illegally  or  improperly  issued.  When 
any  such  employment  certificate  is  cancelled,  the  emj^loyer  of  the 
child,  for  whom  the  employment  certificate  is  issued,  shall  be 
notified.  It  shall  be  unlawful  to  employ  any  such  child  after  notice 
that  the  certificate  for  such  child  has  been  cancelled,  provided  that 
sucli  child  may  be  empk)yed  after  a  new  employment  certificate, 
regularly  issued  as  provided  for  by  law,  shall  have  been  granted 
to  him. 

§  8.  ]^o  child  under  fourteen  years  of  age  shall  be  employed, 
permitted,  or  suffered  to  work  in  any  employment  or  service  during 
the  hours  when  the  public  schools  of  the  district  in  which  the  child 
resides  is  in  session. 

^  0.  It  shall  be  the  duty  of  the  superintendent,  or  principal  of 
schools  in  cities  or  towns  to  issue  employment  certificates  or  to 
authorize  :i  person  in  writing  to  issue  such  certificate  acting  in 
his  iKiuie.  When  there  is  no  superintendent  or  j)rincipal  of 
schools,  said  certificate  shall  be  issued  by  the  county  superintend- 
ent of  education  or  by  a  person  authorized  by  him  in  writing. 
Such  certiticates  shall  be  issued  in  duplicate,  and  a  copy  of  each 
certificate  issued  during  the  month  preceding,  shall  be  transmitted 
to  the  state  inspector,  together  with  the  report  as  hereinafter  pro- 
vided foi-. 

§  11).-  'rh(;  j.)erson  authorized  to  issue  employment  certificates 
shall  not  issue  such  certificates  unless  the  child  accompanied  by 
his  parent  or  guardian,  or  person  standing  in  parental  relation 
thereto,  has  personally  made,  application  to  him  therefor,  and  until 


Alabama  335n 

he  has  received,  examined,  approved  and  filed  the  following 
papers  duly  executed:  (1)  a  written  statement  of  the  person,  limi 
or  corporation  into  whose  service  the  child  is  about  to  enter  that 
he  intends  to  employ  the  child,  which  statement  shall  give  the 
nature  of  the  occupation  for  which  the  child  is  to  be  employed; 
(a)  a  school  record  signed  by  the  })rincipal  or  the  teacher  of  th.^ 
■school  last  attended  by  said  child  stating  that  such  child  has  com- 
pleted the  elementary  course  of  study  of  tho  fourth  grade  of  the 
public  school  or  its  ( (juivalent,  or  has  attended  school  at  least  liiO 
da3"s  of  the  year  immediately  preceding  the  date  on  which  the  cer- 
tificate is  issued.  On  and  after  September  1,  1921,  a  school  rec- 
ord showing  the  completion  of  the  4th  grade  or  its  equivalent,  only 
shall  be  accepted,  said  certificate  shall  state  the  age  and  date  of 
birth  of  said  child,  as  shown  on  the  records  of  the  school,  and  the 
name  and  address  of  the  parent,  guardian,  or  custodian;  provided, 
that  evidence  of  school  attendance  outside  of  the  state  of  Alabama 
may  be  accepted  at  the  discretion  of  the  officer  issuing  the  certifi- 
cate ;  in  case  such  school  record  cannot  be  obtained,  then  the  officer 
issuing  the  employment  certificate  shall  examine  such  child  to 
determine  whether  he  can  meet  the  educational  standard  specified 
and  shall  file  in  his  office  a  statement  setting  forth  the  result  of 
such  examination;  (3)  one  of  the  following  evidences  of  age, 
showing  the  child  to  be  fourteen  years  of  age  or  over,  to  be  re- 
quired in  the  order  herein  designated:  (a)  duly  attested  tran- 
script of  the  birth  record  of  said  child,  filed  according  to  law, 
with  any  officer  charged  with  the  duty  of  recording  births;  (b) 
or  a  duly  attested  transcript  of  baptism  of  such  child;  (c)  or  a 
life  insurance  policy  which  must  have  been  in  force  for  at  least 
one  year;  (d)  or  a  bona  fide  contemporary  Bible  record  of  birth; 
(e)  or  a  passport,  or  certificate  of  arrival  in  the  United  States 
showing  the  age  of  the  child ;  (f )  or  in  case  the  officer  authorized 
to  issue  such  certificate  is  satisfied  that  none  of  the  above  proofs 
of  age  can  be  produced,  other  evidence  of  the  age,  as  an  affidavit 
of  age  sworn  to  by  the  parent,  guardian,  or  custodian  of  such 
child,  accompanied  by  a  certificate  of  physical  age  of  such  child. 
signed  by  a  public  health  or  public  school  physician,  provided, 
that  a  school  record  or  parent's,  guardian's  or  custodian's  affida- 
vit, certificate,  or  other  written  statement  of  age  alone  shall  not 
be  accepted ;  (4)  a  statement  duly  dated  and  signed  by  a  public 
school  physician,  or  by  a  regularly  licensed  physician  in  good 
standing  in  the  community  where  he  resides,  showing  that  he  has 


3354:  Citizenship  Training  in  Othek  States 

personally  examined  such  child,  and  that  in  his  opinion  the  child 
is  fourteen  years  of  age  or  ovar,  is  of  good  physical  development 
for  a  child  of  his  age,  is  of  sound  health,  and  is  physically  quali- 
fied to  perform  the  work  at  which  he  is  to  be  employed;  provided 
that  the  officer  issuing  employment  certificates  shall  have  author- 
ity and  is  hereby  empowered  to  issue  a  Vacation  Employment 
Certificate  to  children  fourteen  years  of  age  and  over  without  ri'- 
quiring  a  statement  that  the  child  has  completed  the  fourth  grade 
of  the  elementary  course  of  study,  or  its  equivalent,  as  hereinbefore 
provided;  provided  further,  that  the  officer  issuing  employment 
certificates  shall  have  authority  and  is  hereby  empowered  to  issue 
a  Special  Employment  Certificate  to  any  boy  twelve  years  of  age 
or  over  to  work  in  business  offices  and  mercantile  establishments, 
except  soft  drink  and  ice  cream  establishments,  restaurants  or 
cafes,  during  the  summer  vacation  wLen  the  public  schools  in  the 
city  or  town  in  which  the  child  resides  are  not  in  session. 

Every  vacation  and  special  employment  certificate  shall  become 
null  and  void  on  the  date  the  public  schools  open  for  the  regular 
session.  The  superintendent  of  schools  in  any  city,  town,  or  dis- 
ti'ict,  wherever  there  is  one.  and  where  there  is  none,  the  county 
superintendent  of  education,  shall  between  the  first  and  tenth  day 
of  each  month  transmit  to  the  office  of  the  State  Prison  Inspector 
hereinafter  mentioned,  or  the  director  of  the  Child  Welfare  De- 
partment when  the  same  shall  have  been  established,  a  report, 
which  report  shall  give  the  name  of  each  child  to  whom  certificate 
has  been  granted  or  denied  during  the  preceding  month,  together 
with  the  ground  for  such  denial.  A  refusal  or  failure  to  trans- 
mit such  report  ])y  any  person  charged  under  this  section  with 
the  duty  of  transmitting  the  same  to  such  state  official  shall  con- 
stitute a  misdemeanor  punishable  by  a  fine  of  not  less  than  five 
dollars  nor  more  than  twenty-five  dollars. 

§  11.  The  employment  certificate  shall  state  the  full  name, 
place  and  date  of  birth  of  such  child  with  the  name  and  address 
of  the  parent,  guardian,  or  persons  sustaining  the  parental  rela- 
tionship to  such  child,  and  shall  contain  a  statement  signed  by 
the  issuing  officer  that  the  child  has  personally  appeared  before 
him  and  that  satisfactory  evidence  has  been  submitted  that  such 
child  is  fourteen  years  of  age  or  over.  The  printed  form  of  the 
certificate  and  the  othex  papers  required  in  the  issuing  of  the  em- 
ployment certificate  s'<all  be  drafted  by  the  state  inspector  herein- 


Alabama  3355 

after  mentioned  and  furnished  by  him  to  the  local  and  county 
superintendents  of  education. 

§  12.  On  the  termination  of  the  employment  of  a  child  under 
the  age  of  sixteen  years,  the  employment  certificate  shall  be  re- 
turned by  the  employer  holding  the  same  to  the  school  authority 
by  whom  it  was  issued  within  ten  days  after  the  termination  of 
the  employment.  Every  employment  certificate  so  returned  shall 
be  cancelled  by  the  officer  who  issued  the  certificate  and  trans- 
mitted to  the  state  inspector  with  the  next  succeeding  monthly  re- 
port as  hereinbefore  provided  for. 

§  13.  No  boy  under  twelve  years  of  age  and  no  girl  under 
eighteen  years  of  age  shall  distribute,  sell,  expose,  or  offer  for  sale, 
newspapers,  magazines,  periodicals,  handbills,  or  circulars,  or 
be  employed  or  peraiitted  or  suffered  to  work  in  any  other  trade 
or  occupation  performed  in  any  street  or  public  place;  provided, 
however,  that  boys  ten  years  of  age  or  over  may  engage  in  the  dis- 
tribution of  newspapers  and  periodicals  on  fixed  routes  in  the 
resident  districts  of  towns  or  cities  and  provided  further  that 
boys  twelve  years  of  age  or  over  may  engage  in  the  occupation  of 
bootblacks.  No  boy  under  sixteen  years  of  age  shall  engage  in 
any  such  street  occupation  above  mentioned  after  eight  o'clock 
at  night  or  before  five  o'clock  in  the  morning  of  any  day ;  and 
unless  he  has  secured  and  wears  in  plain  sight  a  badge  as  herein 
provided.  SHich  badges  shall  be  issued  by  the  superintendent  of 
schools,  or  some  person  designated  by  him  in  w^riting,  and  shall 
be  gra^nted  only  after  the  child  has  applied  to  him  personally  ac- 
companied by  his  parent,  guardian,  or  custodian,  and  has  sub- 
mitted satisfactory  proof  that  he  is  twelve  years  of  age  or  over, 
or  if  engaged  only  in  distributing  papers  or  periodicals  on  fixed 
routes  in  the  resident  districts,  ten  years  of  age  or  over,  and  is  a 
regular  attendant  of  a  school.  Such  badge  shall  be  renewed  annu- 
ally on  the  first  day  of  January  and  shall  not  be  transferrable,  and 
the  form,  design  or  color  shall  be  changed  annuall3^  A  deposit 
of  not  more  than  fifty  cents  may  be  required  by  the  person  issuing 
the  badge  to  be  returned  upon  the  surrender  of  the  same,  and  if 
lost  the  badge  may  be  replaced  upon  the  payment  of  twenty-five 
cents.  Such  badges  shall  be  provided  by  the  state  inspector  and 
paid  for  out  of  any  monies  in  the  state  treasury  not  otherwise 
appropriated  and  shall  be  distributed  by  said  inspector  to  the  su- 


3356  CiTizExsiTip  Trainixg  IX  Other  States 

perintendent  of  schools  on  or  before  January  the  first  of  each  year. 
Any  child  who  shall  engage  in  any  such  street  occupations  in  vio- 
lations of  the  provisions  of  this  section  shall  he  deemed  delinquent 
and  brought  before  any  court  or  magistrate  having  jurisdiction 
over  juvenile  delinquents  and  shall  be  dealt  with  according  to  law. 
The  official  charged  with  the  enforcement  of  this  act  shall  have 
authority  and  is  hereby  empowered  to  investigate  each  case  where 
he  believes  that  the  child  holding  a  badge  is  not  entitled  to  its  pos- 
session, antl  if  he  is  satisfied  from  the  evidence  obtained  that  the 
child  has  secured  the  badge  through  misrepresentation  or  fraud, 
such  official  shall  have  authority  to  revoke  the  badgs  and  return 
it  to  the  official  who  issued  it.  Use  of  a  badge  shall  be  revoked  in- 
suspended  in  case  the  child's  school  record  is  not  satisfactory  to 
the  principal  of  the  school  which  he  attends,  by  either  the  offi-er 
who  issued  the  badge  or  bv  anv  official  charged  with  the  enforce- 
raent  of  this  act.  Any  person  who  sells  or  oft'ers  for  sale,  any 
article  of  any  description  to  a  boy  under  sixteen  years  of  age  to 
be  used  for  the  purpose  of  sale  or  barter  upon  the  streets  or  in  any 
public  place,  shall  first  ascertain  that  such  boy  wears  his  own 
badge  in  plain  sight  as  herein  provided,  and  if  said  boy  has  no 
badge,  no  article  shall  be  sold  to  him.  Any  person  violating  this 
provision  shall  be  fined  not  less  than  one  and  not  more  than  fifty 
dollars.  Police  officers,  and  other  peace  officer,  and  truant  offi- 
cers shall  enforce  the  provisions  of  this  section. 

§  14.  It  shall  be  the  duty  of  the  State  Prison  Inspector  or  the 
Director  of  the  Child  Welfare  Department  when  the  same  shall 
have  been  established,  and  his  authorized  assistants  to  inspect  as 
frequently  as  possible  all  establishments  wherein  minors  subject  to 
the  provisions  of  this  act,  are,  or  may  be  employed  or  permitted  to 
work  and  to  enforce  the  provisions  of  this  act.  It  shall  be  the  duty 
of  the  inspector  to  institute  prosecution  for  the  violation  of  any  of 
the  provisions  of  this  act.  It  shall  be  the  duty  of  every  school  at- 
tendance officer  and  probation  officer  to  report  to  the  State  Child 
Labor  Inspector  any  and  all  violations  of  this  act  coming  to  his 
knowledge.  Such  school  attendance  officer  and  probation  officers 
shall  have  the  same  right  of  access  to  establishments  where  minors 
are  or  may  be  employed  or  detained  and  of  inspection  of  such 
establishments  as  is  given  by  law  to  child  labor  inspectors,  pro- 
vided that  a  report  of  every  such  entry  and  inspection  of  said 
establishments  shall  be  made  to  the  state  child  labor  inspector. 


Alabama  3357 

Such  school  attendance  officers  and  probation  officers  when  author- 
ized by  the  state  child  labor  inspector,  shall  have  the  same  author- 
ity to  institute  prosecutions  as  is  given  by  law  to  the  state  child 
labor  inspector  or  deputy  child  labor  inspector, 

§  15.  Every  person,  firm,  or  corporation,  owning  or  controll- 
ing any  establishment  wherein  minors  are  employed,  subject  to 
the  provisions  of  this  act,  shall  keep  such  establishment  in  a 
sanitary  condition,  and  properly  ventilated,  and  shall  provide 
suitable  and  convenient  water  closets  or  privies,  separate  for  each 
sex,  and  in  such  number  and  located  in  such  place  or  places,  as 
may  be  required  by  the  inspector ;  and  when  twenty  or  more 
persons  are  employed,  sanitary  drinking  fountains  shall  be 
provided  in  such  number  as  the  inspector  may  deem  necessary. 
All  water  closets  shall  be  maintained  inside  such  establishments 
except,  where  in  the  opinion  of  the  inspector,  it  is  impracticable. 
In  all  such  establishments  for  females,  to  be  used  by  them  exclu- 
sively, and  notice  to  that  effect  shall  be  painted  on  the  outside 
of  such  compartments.  The  entrance  to  every  water  closet  or 
privy  in  such  establishment,  shall  be  effectively  screened  by  a 
partition  or  vestibule.  In  every  such  establishment  a  printed  copy 
of  this  act  shall  be  kept  conspicuously  posted  in  every  room  in 
which  minor  persons  work.  It  shall  be  the  duty  of  every  inspector 
to  inspect  thoroughly  every  such  establishment,  to  issue  a  written 
order  for  the  correction  of  insanitary  or  unhealthful  conditions 
in  such  establishments,  and  to  compel  compliance  with  such  orders 
as  herein  provided. 

§  16.  The  inspector  shall  have  free  access  at  any  time  to  any 
establishment  where  minors  are  or  may  be  employed  or  detained, 
and  any  person  who  refuses  to  allow  the  inspector  to  have  free 
access  to  any  such  establishment  and  every  part  thereof,  or  who 
hinders  or  obstructs  him  in  his  inspection,  or  who  makes  any  false 
statement  to  the  inspector  about  the  establishment,  its  operation  or 
condition,  or  about  any  person  working  or  detained  therein,  or 
who  refuses  to  comply  with  any  order  issued  under  authority  of 
section  15  of  this  act,  shall  be  guilty  of  a  misdemeanor  and  shall 
be  fined  not  less  than  fifty  nor  more  than  one  hundred  dollars,  and 
•>n  subsequent  conviction,  shall  be  fined  not  less  than  two  hundred 
dollars.  It  shall  be  the  duty  of  the  inspector  to  remove  from  any 
establishment  any  child  found  employed,  working  or  detained 
therein  contrary  to  the  law,  and  to  remove  therefrom  any  child 


3358  Citizenship  Training  in  Othee  States 

who  is  afflicted  with  any  infectious,  contagious,  or  communicable 
disease,  or  whose  physical  condition  is  such  that  it  makes  it  haz- 
ardous to  a  child  to  prosecute  such  work. 

§  17.  Any  person,  firm,  or  corporation  who  violates  any  of  the 
provisions  of  this  act,  or  who  permits  any  child  to  be  employed  or 
to  work  in  or  about  or  be  detained  in,  or  be  in  or  about  any  estab- 
lishment, contrary  to  law,  or  who  fails  o]-  refuses  to  obey  within 
a  reasonable  time  any  lawful  orders  or  directions  given  by  the  state 
officials  charged  with  the  enforcement  of  this  act  any  parent, 
guardian,  or  custodian  under  whose  care  or  control  a  child  nnder 
sixteen  years  of  age  is,  who  suffers  or  permits  such  child  to  work 
in  violation  of  any  of  the  provisions  of  this  act  unless  a  special 
penalty  is  herein  otherwise  provided,  shall  be  deemed  guilty  of  a 
misdemeanor,  and  on  conviction  shall  be  punished  by  a  fine  of  not 
less  than  ten  dollars  nor  more  than  one  hundred  dollars,  and  upon 
second  or  subsequent  conviction  of  any  violation  of  any  of  the  pro- 
visions of  this  act,  shall  be  punished  by  a  fine  of  not  less  than  one 
hundred  dollars,  nor  more  than  five  hundred  dollars. 

§  18.  Any  person  who  makes  a  false  affidavit  when  an  affidavit 
is  required,  under  this  act  is  guilty  of  a  misdemeanor  and  shall 
upon  conviction,  be  punished  by  a  fine  of  not  less  than  five  dollars 
nor  more  than  twenty  dollars,  and  for  a  second  or  subsequent  con- 
viction shall  be  imprisoned  not  more  than  ninety  days. 

§  19.  The  State  Prison  Inspector  or  the  Director  of  the  Child 
Welfare  Department  when  the  same  shall  have  been  established, 
and  his  deputies,  when  traveling  in  the  performance  of  their  duties 
herein  prescribed,  shall  be  reimbursed  their  actual  traveling 
expenses,  when  approved  by  the  state  child  labor  inspector  and  by 
the  governor  to  be  paid  on  the  warrant  of  the  state  auditor. 

§  20.  The  word  "  inspector  "  is  used  herein  to  designate  or 
mean  the  State  Prison  Inspector  or  the  Director  of  the  Child 
Welfare  Department  when  the  same  shall  have  been  established, 
or  his  duly  authorized  deputies,  such  deputies  being  hereby  clothed 
wath  the  same  duties  and  authority  with  which  the  State  Prison 
Inspector  or  Director  of  the  C!hild  Welfare  Department  when  the 
t>ame  shall  have  been  established  is  now  or  may  hereafter  be 
clothed.  In  the  enforcement  of  the  provisions  of  this  act,  the 
State  Prison  Inspector  or  Director  of  the  Child  Welfare  Depart- 
ment when  the  same  shall  have  been  established,  and  his  authorized 
deputies  are  hereby  vested  with  the  same  authority  as  deputy 
sherifl^s  in  each  and  every  county  in  the  state. 


Alabama  3359 

§  21.  All  laws  and  parts  of  laws  in  oonflio-t  with  this  act  are 
hereby  repealed. 

§  22,  If  anv  section  of  this  act  shall  be  held  unconstitutional, 
in  Vv'hole  or  in  part  the  fact  shall  not  effect  any  other  section  of 
:h  s  act,  it  being  the  intention  of  the  legislature  in  enacting  this 
a'  I  to  enact  each  section  separately. 

Approved  September  30,  1919. 

3.  State  Legislation  —  English  language 

Alabama  School  Code,  1919- — Article  3  —  Section  7 
The  state  board  of  education,  on  the  recommendation  of  the 
s,tate  superintendent  of  education,  shall  prescribe  the  minimum 
contents  of  courses  of  study  for  all  public  elementary  and  high 
schools  in  the  state.  In  every  elementary  school  in  the  state  there 
shall  be  taught  at  least  reading,  spelling,  handwriting,  arithmetic, 
oral  and  written  English,  geography,  history  of  the  United  States 
and  Alabama,  community  civics,  agriculture,  elementary  science, 
hygiene  and  sanitation,  physical  training,  and  such  other  studies 
as  may  be  prescribed  by  the  state  board  of  education.  English 
shall  be  the  only  language  employed  and  taught  in  the  first  six 
grades  of  the  elementary  schools  in  the  state. 

4.  State  Legislation  —  Providing  Facilities  for  Adults 

Article  3,  section  15.  The  state  board  of  education  is  hereby 
authorized  and  empowered  to  accept  for  the  state  of  Alabama  any 
appropriation  of  money  for  the  removal  of  illiteracy,  the  teaching 
of  immigrants  and  for  other  educational  purposes  which  may  here- 
after be  made  out  of  the  federal  treasury  by  any  Acts  of  Congress, 
and  shall  be  constituted  the  chief  educational  authority  for  the 
expenditure  and  administration  of  any  such  funds.  Said  board 
shall  have  authority  to  make  rules  and  regulations  for  the  expendi- 
ture of  such  funds,  such  expenditure  to  be  in  accordance  with  the 
terms  of  the  acts  of  Congress  making  such  appropriations.  The 
treasurer  of  the  state  is  hereby  designated  as  custodian  for  all 
funds  received  as  apportionment  under  the  provisions  of  such  act 
or  acts  of  Congress. 

Article  7,  section  21.  The  city  board  of  education  shall  have 
the  right  to  establish  and  maintain,  or  aid  in  establishing  and 
maintaining  public  libraries,  either  separately  or  in  connection 
with  the  public  schools,  and  also  special  schools  for  backward, 
defective,  truant  or  incorrigible  children,  and  day  or  night  schools 
for  adult  illiterates  and  for  the  Ainericanization  of  foioigners 


3360  Citizenship  Tratnino  tx  Other  States 

Article  22.     Tllifpracy 

Section  1.  The  state  board  of  education  shall  be  charged  with 
the  responsibility  for  the  removal  of  illiteracy  in  Alabama.  It 
shall  have  the  power  to  make  research  and  to  collect  data,  and  shall 
endeavor  to  enlist  the  services  of  any  and  all  community  agencies 
of  the  state  for  the  removal  of  illiteracy.  The  state  board  of 
education  is  authorized  to  receive  and  expend  any  funds  which 
may  be  given  to  it  from  time  to  time  from  public,  private  or  other 
sources,  and  shall  adopt  such  rules  and  regulations  as  may  seem  to 
it  most  satisfactory  for  carrying  on  the  work  outlined  in  this 
section. 

§  2.  It  shall  be  the  duty  of  county  and  city  boards  of  education 
to  co-operate  with  the  state  board  of  education  in  the  removal  of 
illiteracy  in  the  territory  under  their  respective  jurisdictions  and 
to  this  end  the  said  boards  may  appropriate  from  public  S':-hool 
funds  such  amounts  as  may  be  necessary  to  carry  out  the  provi- 
sions of  this  article. 

§  •).  The  state  board  of  education  and  county  and  city  boards 
of  education  are  hereby  authorized  to  co-operate  with  the  federal 
government  in  making  effective  anv  law  that  mav  be  enacted  l)v 
Congress  for  the  removal  of  illiteracy  in  Alabama  and  in  the 
counties  and  cities  thereof. 

§  4.  For  the  employment  of  such  professional  and  clerical 
assistants  as  may  be  necessary  and  for  other  necessary  expenses, 
the  state  board  of  education  is  authorized  to  expend  the  annual 
legislative  appropriation  and  such  other  funds  as  may  be  available 
for  the  purpose  set  out  in  this  article.  The  legislative  appropria- 
tion shall  be  paid  out  upon  the  requisition  of  the  state  superin- 
tendent of  education  on  the  state  auditor  who  shall  issue  his  war- 
rant upon  the  state  treasurer  for  the  amount  for  which  requisition 
is  made. 

An  Act  to  make  an  appropriation  to  the  Alabama  Illiteracy 
Commission  or  to  the  State  Board  of  Education,  if  created,  for 
the  removal  of  illiteracy  in  Alabama. 

Be  it  enacted  hy  the  Legislature  of  A  lahavia: 

Section  1.  That  there  is  hereby  appropriated  out  of  any  money 
in  the  treasury  not  otherwise  appropriated  the  sum  of  seven  thou- 
sand five  hundred  dollars  ($7,500)  for  the  fiscal  year  beginning 
October   1,    lOlO,   and   the  sum  of  twelve  thousand  five  hundred 


Alabama  3361 

dollars  ($12,500)  for  each  and  every  year  thereafter,  for  the  use 
of  the  Alabama  illiteracy  commission  or  of  the  state  board  of 
education,  if  created,  for  the  removal  of  illiteracy  in  Alabama. 
The  said  fund  shall  be  paid  out  upon  the  requisition  of  the  state 
superintendent  of  education  upon  the  state  auditor  who  shall  issue 
his  warrant  upon  the  state  treasurer  for  the  amount  for  which 
requisition  is  made. 

Approved  September  30,  1919. 

5.  State  Legislation  —  Providing  Facilities  for  Negroes 
Article  28.     Agricultural  and  Mechanical  Institute  for  Negroes 

Section  1.  The  Huntsville  State  formal  and  Industrial  School 
later  changed  to  the  Agricultural  and  Mechanical  College  for 
Negroes,  shall  hereafter  be  known  as  the  Agricultural  and 
Mechanical  Institute  for  Negroes,  and  shall  be  under  the  direction 
and  control  of  the  state  board  of  education. 

§  2.  The  state  board  of  education  shall  make  rules  and  regula- 
tions for  the  government  of  the  school,  and  shall  select  the  presi- 
dent and  all  members  of  the  faculty,  and  shall  fix  the  amount  of 
salary  and  the  term  of  service  of  each  employee. 

§  3.  The  division  of  the  fund  to  be  received  from  the  federal 
government  under  the  so-called  INIorrill  Act  between  one  college 
for  white  students  and  one  institution  for  colored  students,  shall  be 
based  from  year  to  year  upon  the  ratio  of  the  numbei-  of  each  race 
of  legal  school  age  to  the  total  population  of  school  age  in  the  state 
of  Alabama,  as  shown  by  the  state  school  census  next  preceding  the 
annual  payment  of  the  fund  by  the  United  States  treasury. 

§  4.  That  portion  of  the  grant  of  money  received  by  the  state 
of  Alabama  under  the  acts  of  Congress  approved  July  2,  1862, 
August  30,  1890,  and  March  4,  1907,  and  set  apart  in  section  3 
for  the  education  of  white  students  is  appropriated  to  the  Alabama 
Polytechnic  Institute  at  Auburn,  and  that  portion  of  the  said 
grant  herein  set  apart  for  the  education  of  coloied  students  is 
appropriated  to  the  Agricultural  and  Mechanical  Institute  for 
NegToes  at  Normal. 

§  5.  All  appropriations  that  may  be  made  to  the  Huntsville 
State  Normal  and  Industrial  School,  or  to  the  Agricultural  and 
Mechanical  Institute  for  Negroes  and  shall  be  paid  out  upon  requi- 
sition of  the  state  superintendent  of  education  upon  the  state 

106 


3362  Citizenship  Training  in  Otheb  States 

auditor  who  shall  draw  his  wan-ant  upon  the  state  treasurer  in 
favor  of  the  treasurer  of  the  school  for  the  amount  for  w^hich 
requisition  is  made. 

An  Act  to  provide  for  changing  the  name  and  for  making  an 
application  to  the  Huntsville  State  Normal  and  Industrial  School, 
to  be   known   as   the   Agricultural   and   Mechanical   College  for 

"Negroes. 

Be  it  enacted  hy  the  Legislature  of  Alabama: 

Section  1,  That  the  name  of  the  Huntsville  State  Normal  and 
Industrial  School  to  be  known  as  the  Agricultural  and  Mechanical 
College  for  Negroes  is  hereby  changed  to  Agricultural  and 
Mechanical  Institute  for  Negroes  and  there  is  hereby  appropriated 
the  sum  of  fifteen  thousand  ($15,000)  dollars  for  the  year 
beginning  October  1,  1919,  and  the  sum  of  fifteen  thousand 
($15,000)  dollars  for  each  and  every  year  thereafter,  to  be  paid 
in  quarterly  instalments  on  October  1,  January  1,  April  1,  and 
July  1. 

§  2.  That  the  funds  appropriated  under  this  act  shall  be  paid 
upon  requisition  of  the  state  superintendent  of  education  upon  the 
state  auditor  who  shall  draw  his  warrant  upon  the  state  treasurer 
in  favor  of  the  treasurer  of  the  school  for  the  amount  for  which 
requisition  is  made. 

Approved  September  29,  1919. 

An  Act  to  make  an  appropriation  to  Tuskegee  Normal  and 
Industrial  Institute.* 

Be  it  enacted  hy  the  Legislature  of  Alabama: 

Section  1.  That  for  the  partial  support  and  maintenance  of 
the  Tuskegee  Normal  and  Industrial  Institute  and  as  an  evidence 
of  the  good  will  of  the  State  of  Alabama  there  is  hereby  appro- 
priated annually  out  of  any  money  in  the  treasury  not  otherwise 
appropriated  the  sum  of  five  thousand  ($5,000)  dollars  to  the 
said  Tuskegee  Normal  and  Industrial  Institute.  This  fund  shall 
be  expended  for  such  purposes  as  may  be  agreed  upon  by  the  state 
department  of  education  and  the  board  of  trustees  of  the  Tuskegee 
Normal  and  Industrial  Institute.  The  amount  herein  appro- 
priated shall  be  paid  quarterly  upon  requisition  of  the  state  super- 

•  See.  page  3369. 


Alabama  3363 

intecdent  of  education  upon  the  state  auditor  who  shall  draw  his 
warrant  upon  the  state  treasurer  in  favor  of  the  treasurer  of  the 
Tuskegee  Xormal  and  Industrial  Institute  for  the  amount  of  such 
requisition. 

§  2.  That  all  laws  and  parts  of  laws  in  conflict  with  the  pro- 
visions of  this  act  be  and  the  same  are  hereby  repealed. 

Approved,  September  20,  1919. 

An  Act  to  make  appropriations  to  the  State  Department  of 
Education. 

Be  it  enacted  hy  the  Legislature  of  Alhaina: 

Section  1.  That  there  is  hereby  appropriated  out  of  any  funds 
in  the  state  treasury  not  otherwise  appropriated  the  sum  of  fifteen 
thousand  ($15,000)  dollars  annually  or  so  much  thereof  as  may 
be  necessary  for  the  certification  and  placement  of  teachers  includ- 
ing the  employment  of  the  necessary  professional  and  clerical 
help,  the  purchase  of  the  necessary  equipment  and  supplies  and 
other  necessary  expenses  incident  thereto,  and  the  further  sum  of 
fifteen  thousand  ($15,000)  dollars  or  so  much  thereof  as  may  be 
necessary  is  hereby  appropriated  annually  out  of  any  funds  in 
the  state  treasury  not  otherwise  appropriated  for  the  training 
of  teachers  in  service,  including  extension  institute  and  reading 
circle  work,  the  necessary  salaries  and  expenses  of  the  profes- 
sional and  clerical  help,  and  for  such  other  related  purposes  as 
may  be  necessary  to  make  this  act  of  the  greatest  benefit  to  the 
schools  of  the  state;  provided  that  all  fees  collected  for  the  cer- 
tification of  teachers  and  all  enrollment  fees  in  the  placement 
division  shall  be  paid  into  the  state  treasury.  When  it  shall  become 
necessary  to  pay  out  any  of  the  funds  appropriated  under  this  act^ 
the  state  superintendent  of  education  shall  make  requisition  upon 
the  state  auditor  who  shall  draw  his  warrant  upon  the  state  treas- 
urer for  the  amount  for  which  requisition  is  made. 

§  2.  That  all  laws  and  parts  of  laws  in  conflict  with  the  pro- 
visions of  this  act  be  and  the  same  are  hereby  repealed. 

Approved,  September  26,  1919. 

Article  16,  section  12.  Unless  the  applicant  is  known  to  the 
person  appointed  to  conduct  the  examination  to  be  of  good  moral 
character,  or  shall  make  satisfactory  proof  of  the  same  in  writing, 
he  shall  not  be  admitted  to  the  examination. 


3364  Citizenship  Training  in  Other  States 

An  act  to  make  an  appropriation  for  the  State  i^ormal  School 
for  colored  teachers  located  at  Montgomery. 

Be  it  enacted  hy  the  Legislature  of  Alabama: 

Section  1.  That  for  the  support  and  maintenance  of  the  State 
IsTormal  School  for  colored  teachers  located  at  Montgomery  there 
is  hereby  appropriated  for  the  fiscal  year  beginning  October  1, 
1919,  the  sum  of  eighteen  thousand  ($18,000)  dollars  and  the 
sum  of  twenty  thousand  ($20,000)  dollars  is  hereby  appropriated 
annually  for  each  and  every  year  thereafter. 

§  2.  That  for  the  erection  of  a  dormitory  there  is  hereby  appro- 
priated out  of  any  money  in  the  State  treasury  not  otherwise 
appropriated  for  the  fiscal  year  beginning  October  1,  1921,  the 
sum  of  twenty  thousand  ($20,000)  dollars  and  a  further  sum  of 
two  thousand  ($2,000)  dollars  for  other  building  purposes,  pro- 
vided the  appropriation  of  two  thousand  ($2,000)  dollars  for  the 
proposed  building,  other  than  the  dormitory,  is  conditioned  upon 
the  raising  of  the  sum  of  two  thousand  ($2,000)  dollars  and  the 
depositing  of  the  same  to  the  credit  of  the  board  of  trustees  of  the 
said  school.  The  said  appropriation  shall  be  released  upon  the 
fulfillment  of  conditions  to  be  prescribed  by  the  state  board  of 
education,  if  created,  and  if  not,  but  the  board  of  trustees  of  the 
said  normal  school  with  the  approval  of  the  governor. 

§  3.  That  all  funds  appropriated  under  the  provisions  of  this 
act  shall  be  paid  out  upon  requisition  of  the  state  superintendent 
of  education  upon  the  state  auditor  who  shall  draw  his  warrant 
upon  the  state  treasurer  in  favor  of  the  treasurer  of  the  school 
for  the  amount  for  which  requisition  is  made. 

§  4.  That  all  laws  and  parts  of  laws  in  conflict  with  the  pro- 
visions of  this  act  be  and  the  same  are  hereby  repealed. 

Approved,  September  30,  1919. 

6.  State  Legislation  —  Regarding  Teachers 

Article  17.    The  Training  of  Teachers  in  Service 

Section  ].  As  a  means  of  improving  beginning  teachers  and 
teachers  in  service  in  the  public  schools  of  the  state,  teachers'  in- 
stitutes shall  be  held  annually  throughout  the  state,  one  or  more 
in  each  county  or  for  a  group  of  counties,  and  at  such  times  and 
at  such  places  as  the  state  superintendent  of  education,  after  ad- 
vising with  the  county  superintendent  of  education,  shall  direct, 


Alabama  3365 

the  nature  of  the  instruction,  and  the  duration  of  the  institutes 
whii'^h  shall  not  exceed  four  days  in  any  year  for  any  county  or 
group  of  counties,  shall  be  such  as  to  promote  the  best  interests 
of  the  schools  in  the  respective  counties. 

§  2.  .Every  person  employed  in  a  teaching  or  supervisoi-y 
capacity  by  any  county  or  city  board  of  education  in  the  public 
schools  of  the  state  shall  attend  the  institute  held  in  the  county 
in  which  such  person  is  employed,  provided  the  institute  is  held 
during  term  time,  or  during  the  week  immediately  preceding  or 
succeeding  the  period  of  opening  and  closing  the  schools  in  the 
county.  All  persons  so  attending  shall  be  paid  as  for  time  taught, 
provided  that  any  teacher  or  supervisory  officer  who  fails  to 
attend  an  institute  called  in  accordance  with  section  one  (1)  of 
this  article  shall  forfeit  his  or  her  contract  with  the  respective 
county  or  city  board  of  education,  as  the  case  may  be,  and  shall  be 
ineligible  to  teach  in  the  public  schools  of  the  state  for  a  period 
of  six  (6)  months  from  the  date  of  such  delinquency,  unless 
excused  as  provided  in  section  three  (3)  of  this  article. 

§  3.  The  state  superintendent  of  education,  with  the  advice  of 
the  county  superintendent  of  education  shall  have  the  power  to 
excuse  teachers  and  supervisory  officers  from  institute  attendance 
for  extraordinary  reasons,  and  persons  so  excused  shall  be  deemed 
to  have  met  all  requirements  of  attendance,  within  the  meaning  of 
section  two  (2)  of  this  article,  but  shall  not  be  entitled  to  pay 
as  for  time  tauc;ht. 

§  4.  At  the  beginning  of  each  institute  it  shall  be  the  duty  of 
the  county  superintendent  of  education  and  of  the  city  superin- 
tendents of  schools,  as  the  case  may  be,  to  furnish  the  conductor  of 
the  institute  on  forms  to  be  provided  by  the  state  department  of 
education,  a  list  in  dti})licate  of  all  persons  employed  in  a  teach- 
ing or  supervisory  capacity  in  the  schools  under  their  respective 
jurisdictions,  and  at  the  close  of  the  institute  the  conductor  shall 
file  with  the  county  superintendent  of  education,  and  with  the  city 
superintendent  of  schools  the  duplicate  list  of  teachers  and  super- 
visory officers,  numbered  serially,  employed  in  the  schools  under 
their  respective  jurisdictions  who  have  been  excused  in  accordance 
with  section  three  (3)  of  this  article. 

It  shall  be  unlawful  for  any  county  superintendent  of  education 
or  for  any  superintendent  of  city  schools  to  place  the  name  of  any 
teacher  on  the  pay  roll  for  a  term  of  six  (6)  months  after  the  close 
of  the  institute  so  held,  or  to  allow  any  teacher  or  supervisory 


3366  CiTizEisrsHip  Teaining  in  Other  States 

officer  who  is  in  the  employ  of  the  county  or  city  board  of  educa- 
tion at  the  time  the  said  institute  was  held,  and  who  was  delin- 
quent in  attendance  upon  said  institute  to  continue  teaching  in 
the  schools  of  the  city  or  county. 

§  5.  As  a  further  means  of  improving  teachers  in  service,  the 
county  superintendent  of  education  shall  arrange  for  and  conduct 
group  conferences  in  convenient  centers  throughout  the  county,  at 
which  round  tables  shall  be  conducted,  on  the  course  of  study, 
the  work  of  the  state  teachers  reading  circle  and  on  the  problems 
of  supervision  and  administration  peculiar  to  the  schools  repre- 
sented. 

§  6.  The  state  department  of  education  shall  give  appropriate 
recognition  toward  the  renewal  and  extension  of  teachers'  certi- 
ficates to  any  person  who  completes  in  a  satisfactory  manner  the 
work  assigned  for  such  group  conferences.  It  is  made  the  duty 
of  the  state  superintendent  of  education,  after  advising  with  the 
county  superintendent  of  education,  to  prepare  outlines  for  use 
in  teachers'  institutes,  and  in  the  group  meetings  to  be  held  in 
accordance  with  section  five  (5)  of  this  article.  Certificates 
entitling  the  holder  to  the  renewal  or  extension  privilege  as  pre- 
scribed in  this  section,  shall  be  issued  in  accordance  with  the  rules 
and  regulations  of  the  state  department  of  education. 

§  7.  In  the  conduct  of  such  institutes  and  group  conferences 
as  may  be  held  under  the  provisions  of  this  article,  it  is  made  the 
duty  of  the  state  normal  schools  and  of  other  state  supported 
institutions  of  higher  learning,  offering  teacher  training  courses 
to  co-operate  as  far  as  may  be  practicable.  The  state  depart- 
ment of  education  in  co-operation  with  the  state  normal  schools 
and  other  state  supported  institutions  of  higher  learning  oft'ering 
teacher-training  courses,  and  with  county  superintendents  of 
education  and  city  superintendents  of  schools  shall  arrange,  in  so 
far  as  may  be  practicable,  for  extension  courses  as  a  part  of  or 
in  lieu  of  the  group  conferences,  to  be  held  in  accordance  with 
section  (5)  of  this  article.  The  credit  to  be  allowed  by  the  insti- 
tution engaging  in  extension  work  as  authorized  in  this  article, 
shall  be  determined  by  the  proper  authorities  of  the  said 
institution. 

§  8.  The  annual  legislative  appropriation  for  the  purpose  of 
carrying  out  the  provisions  of  this  act,  or  so  much  thereof  as 
may  be  necessary,  shall  be  used  for  the  training  of  teachers  in 
service  including  extension,  institute  and  reading  circle  work,  the 


Alabama  3367 

necessary  salaries  of  professional  and  clerical  help  and  for  such 
other  related  purposes  as  may  be  necessary  to  make  this  act  of  the 
greatest  benefit  to  the  schools  of  the  state,  and  the  state  auditor 
upon  requisition  of  the  state  superintendent  of  education  shall 
issue  his  warrant  to  the  state  treasurer  for  the  amount  for  which 
requisition  is  made. 

Article  9,  section  11.  The  city  superintendent  of  schools,  sub- 
ject to  the  provisions  of  this  act,  shall  organize  institutes  for 
teachers  and  for  citizens.  He  shall  organize  and  direct  the  read- 
ing circle  work,  advise  teachers  as  to  further  study  and  profes- 
sional reading,  and  assist  parents  and  teachers  in  acquiring  knowl- 
edge of  the  aims  and  work  of  the  schools. 

An  act  to  extend  and  regulate  the  granting  of  teachers'  certifi- 
cates to  persons  who  served  in  the  army  or  navy  of  the  United 
States  during  the  war  with  Germany. 

Be  it  enacted  by  the  Legislature  of  Alabama: 

Section  1.  That  the  sate  board  of  examiners  is  hereby  authorized 
to  extend  the  certificate  of  all  persons  who  at  the  time  they 
entered  the  military  or  naval  service  of  the  United  States  held 
certificates  to  teach  in  the  public  schools  of  Alabama  for  two 
years. 

§  2,  That  whenever  any  person  who  was  in  the  military  or 
naval  service  of  the  United  States  during  the  war  with  Germany 
and  who  at  the  time  he  entered  said  service  was  teaching  in  the 
public  schools  of  this  state  under  a  first  gi-ade  certificate  shall 
appl}'  to  the  state  board  of  examiners  for  life  certificate,  the  time 
which  he  sjjent  in  the  military  or  naval  service  of  the  United 
States  shall  count  upon  said  application  as  if  he  had  been  engaged 
in  teaching  during  said  period  of  time. 

§  3.  The  certificate  of  any  county  superintendent  of  education 
that  the  person  applying  for  an  extension  of  certificate  or  for  a  life 
certificate  served  in  the  army  or  navy  and  of  the  length  of  time 
so  served  shall  be  sufficient  proof  to  authorize  the  state  board 
of  examiners  to  grant  the  party  applying  the  benefits  of  this  act. 

Approved,  August  16,  1919. 

Article  6,  section  15.  The  county  superintendent  of  education, 
subject  to  the  provisions  of  this  act,  shall  organize  and  attend 
county  and  local  institutes  for  teachers  and  citizens,  and  shall 
organize  and  direct  the  reading  circle  work  of  the  county,  advise 


3C68  Citizenship  Training  in  Other  States 

teachers  as  to  their  further  study  in  professional  reading,  and 
assist  parents  and  citizens  to  acquire  a  knowledge  of  the  aims  and 
work  of  the  school. 

7.    Special  Legislation 
Article  44.     Private,  Denominational,  and  Parochial  School 

Reports 

Section  1.  All  private,  denominational  and  parochial  schools 
or  institutions  of  any  kind  having  a  school  in  connection  therewith 
shall  register  annually  on  or  before  the  tenth  day  of  October  with 
the  state  department  of  education  and  are  required  to  report  on 
uniform  blanks  furnished  by  the  state  superintendent  of  educa- 
tion giving  such  statistics  as  relate  to  the  number  of  pupils,  the 
number  of  instructors,  enrollment,  attendance,  course  of  study, 
Icnglh  of  term,  cost  of  tuition,  funds,  value  of  property,  and  the 
general  condition  of  the  school,  and  any  president  or  acting  head 
of  any  such  institution  mentioned  above  who  fails  to  so  register 
or  to  nuiko  the  reports  required  above  when  called  on  shall  be 
punished  by  a  fine  of  not  less  than  ten  ($10.00)  dollars  nor  more 
than  one  hundred  ($100)  dollars  for  each  and  every  offense. 

§  2.  All  private,  denominational,  or  parochial  schools  offering 
instruction  to  pupils  within  the  compulsory  attendance  ages  shall 
keep  all  records  and  make  all  reports  that  may  be  required  in  any 
compulsory  attendance  law  now  in  force  or  that  may  hereafter 
be  enacted  in  the  state  of  Alabama,  and  no  pupil  attending  any 
private,  denominational,  or  parochial  school  which  fails  to  comply 
with  the  rcquirments  of  this  act  shall  be  considered  as  meeting  the 
legal  requirements  of  such  compulsory  law. 

Article  3,  section  17.  The  state  board  of  education  shall  have 
general  supervision  of  the  educational  work  of  all  charitable, 
penal,  reformatory,  and  child  caring  institutions,  maintained  in 
whole  or  in  part  by  the  state,  through  its  executive  officer,  who 
shall  bo  a  member  of  the  governing  board  or  boards  which  have 
charge  of  such. 

An  act  to  provide  for  the  reading  of  the  Holy  Bible  in  the 
schools  in  Alabama  that  are  supported  in  part  or  in  whole  by 
public  funds  and  to  provide  for  the  enforcement  of  the  same. 

Be  it  enacted  hy  the  Legislature  of  Albania: 

Section  1.  That  all  schools  in  this  state  that  are  supported  in 
whole  or  in  part  by  j)ublic  funds,  be  and  the  same  are  herel)y 
required  to  have  once  evorv  school  day,  readings  from  the  Holy 
Bible. 


Alabama  3369 

§  2,  Be  it  further  enacted,  that  teachers  in  making  monthly 
reports  shall  show  on  the  same  that  they  have  complied  with  this 
act,  and  superintendents  of  city  schools  in  drawing  public  funds 
shall  certify  that  each  teacher  under  his  supervision  has  complied 
with  this  act. 

§  3.  Be  it  further  enacted,  that  schools  in  the  state  subject  to 
the  provisions  of  this  act  shall  not  be  allowed  to  draw  public  funds 
unless  the  provisions  of  this  act  are  complied  with  and  the  state 
superintendent  of  education  is  charged  with  the  enforcement  of 
the  provisions  hereof. 

Approved,  September  26,  1919. 

8.  Letter  from  State  Superintendent 

Spright    Do  well.    Superintendent,    Department    of    Education, 
Montgomery.    Letter,  October  28,  1919.     School  Code,  1919. 

"  We  have  such  a  small  percentage  of  foreigners  in  Ala- 
bama that  this  problem  has  not  become  a  serious  one  with  us. 
The  state  makes  an  annual  appropriation  for  the  removal 
of  adult  illiteracy  and  through  that  agency  we  are  fostering 
evening  schools  in  convenient  centers  throughout  the  state. 
Sucli  evening  schools  are  maintained  for  the  most  part  for 
the  purpose  of  teaching  adults  and  for  the  further  training 
of  those  who  are  regularly  employed.  I  do  not  feel,  there- 
fore, that  what  we  are  trying  to  do  in  Alabama  would  be  of 
any  practical  value  to  you." 

9.     The  Tuskegfee  Normal  and  Industrial  Institute,  Tuskeg"ee 

Robert  R.  Moton,  Principal;  Booker  T.  Washington,  Founder; 
Warren  Logan,  Treasurer. 

Board  of  Trustees 
William  G.  Willcox,  Chairman,  New  York  City. 
W.  W.  Campbell,  Vice-Chairman,  Tuskegee. 
William  J.  Schieffelin,  New  York  City. 
Charles  E.  Mason,  Boston. 
Frank  Trumbull,  New  York  City. 
Julius  Rosenwald,  Chicago. 
William  M.  Scott,  Philadelphia. 
Victor  H.  Tulane,  IMontgomery,  Albama. 
Charles  W.  Hare,  Tuskegee. 
Warren  Logan.  Tuskegee. 


3370  Citizenship  Training  in  Other  States 

A.  J.  AVilburn,  Tuskegee. 
Edgar  A.  Bancroft,  Chicago. 
Alexander  Mann,  D.  D.,  Boston. 
Robert  R.  Moton,  Tuskegee. 
Charles  A.  Wickersham,  Atlanta. 
C.  E.  Thomas,  Prattville,  Alabama. 
Irving  S.  Merrell,  Syracuse. 
Paul  M.  Warburg,  New  York  City. 

TUSKEGEE  TO  DATE 

The  institution  was  established  under  the  name  of  The  Tuskegee 
Normal  and  Industrial  Institute  by  the  legislature  of  1880  appro- 
priating two  thousand  dollars  to  be  used  to  pay  the  salaries  of  the 
teachers.  The  school  was  opened  for  its  first  session  July  4,  1881, 
in.  a  rented  shanty  church,  with  thirty  pupils  and  but  one  teacher. 
No  provision  was  made  by  the  legislature  for  a  building.  In  1884 
the  appropriation  was  increased  to  three  thousand  dollars,  and  in 
1893  the  institution  was  incorporated  under  the  name  of  the  Tus- 
kegee Normal  and  Industrial  Institute.  During  the  first  session 
the  present  location,  consisting  at  that  time  of  one  hundred  acres, 
with  three  small  buildings  thereon,  was  purchased  by  Northern 
friends. 

The  population  of  the  school  community  is  at  present  over 
2,000.  This  includes  185  teachers,  officers  and  employees  with 
their  families,  and  a  small  number  of  others  who  are  connected, 
but  indirectly,  with  the  work  of  the  school. 

From  its  foundation  up  to  and  including  1915,  over  10,000 
men  and  women  have  finished  a  full  or  partial  course,  gone  out 
from  the  school  and  are  doing  good  work,  mainly  as  teachers  and 
ipdustrial  workers. 

The  total  enrollment  in  the  regular  Normal  and  Industrial  de- 
partments in  1915  was  1,537.  This  includes  representatives  from 
32  States  and  19  foreign  countries,  907  of  these  were  young  men 
and  630  young  women.  This  did  not  include  the  225  in  the 
Training  School  or  "  Children's  House,"  or  the  150  in  the  night 
school  of  the  town  of  Tuskegee  or  the  40  in  the  afternoon  cooking 
classes  in  the  town  of  Tuskegee.  It  did  not  include  the  450  teach- 
ers in  the  Summer  School  for  Teachers,  or  the  325  in  the  "  Short 
Course "  in  Agriculture.  If  these  had  been  included  the  total 
number  of  those  who  had  the  benefits  of  the  school's  teaching  dur- 
ing the  year  would  have  amounted  to  2,727.     Of  the  1,537  stn- 


Alabama  3371 

dents  regularly  enrolled  all  but  about  100  board  and  sleep  on  the 
Institute  grounds. 

The  school  gets  its  students  largely  from  the  South  Atlantic 
States,  Alabama,  Georgia,  Mississippi,  Texas,  Florida,  and  South 
Carolina,  in  the  order  named,  furnishing  the  larger  number. 

The  educational  plant  consists  of  2,345  acres  of  land;  107 
buildings,  large  and  small,  used  for  dwellings,  dormitories,  class 
rooms,  shops  and  barns,  which  together  with  the  equipment,  stock- 
in-trade,  live  stock  and  personal  property,  is  valued  at  $1,507,062. 
This  does  not  include  19,527  acres  of  public  land  remaining  un- 
sold from  25,000  granted  by  act  of  Congress,  and  valued  at  $250,- 
000.00,  nor  the  Endowment  Fund. 

The  control  of  the  school  is  vested  in  a  Board  of  nineteen  trus- 
tees, eight  of  whom  live  in  Alabama  and  the  others  in  different 
parts  of  the  North.  Six  in  New  York,  two  in  Massachusetts,  two 
in  Illinois,  and  one  in  Pennsylvania.  Five  members  of  the  Board 
of  Trustees  who  live  in  New  York  City  and  one  member  who  lives 
in  Alabama,  compose  a  committee  on  the  Investment  of  the  En- 
dowment Fund. 

The  endowment  fund  amounts  at  the  present  time  to  $1,945,- 
326.  One  of  the  gifts  that  have  been  contributed  to  this  sum  is  a 
bequest  of  $38,000  from  the  estate  of  Mrs.  Mary  E.  Shaw,  a  col- 
ored woman,  of  New  York. 

Graduates  of  Tuskegee  first  started  a  fund  to  perpetuate  the 
work  of  the  school  December  1,  1890.  It  was  known  as  the  Olivia 
Davidson  Fund,  in  memory  of  the  first  "  lady  principal,"  as  the 
Dean  of  the  Woman's  Department  was  then  called.  It  was  not 
until  1900,  ten  years  later,  that  the  small  sums  that  students  and 
graduates  were  able  to  contribute,  reached  $1,000,  the  amount  re- 
quired to  complete  the  fund.  Meanwhile  the  endowment  had 
been  increased  from  various  sources,  the  largest  donation,  $50,000, 
coming  from  Coll  is  P.  Huntington.  A  special  effort  was  made 
to  increae  the  endowment  during  the  year  1899  and  1900  when  it 
grew  from  $62,253.39  to  $152,232.49.  The  largest  increase  was 
made  in  1903  with  the  Andrew  Carnegie  gift  of  $600,000.  The 
year  of  the  "  quarto-centennial,"  1905,  brought  two  memorable 
gifts,  the  Baldwin  Fund  of  $150,000,  contributed  by  the  friends 
of  William  H.  Baldwin,  Jr.,  until  his  death,  January,  1905,  a 
Trustee  of  the  Institute,  and  by  the  Alumni  Fund,  of  $1,000. 
In  1907  the  endowment  was  increased  by  the  addition  $231,072 
from  the  estate  of  Albert  Willcox. 


3372  Citizenship  Teaining  in  OtHee  States 

The  current  expense  of  running  the  school  is  about  $290,000. 
To  meet  this  the  school  is  reasonably  sure  of  about  $180,000  from 
endowments  and  other  sources.  In  1915,  $15,430  of  the  abovo 
amount  was  paid  by  students  as  entrance  fees. 

This  leaves  over  $100,000  to  be  secured  each  year  mainly  from 
the  contributions  of  the  public  at  large. 

The  needs  of  the  institution  at  present  are  chiefly: 

1.  $50.00  a  year  for  annual  scholarships  for  the  tuition  of  one 
student,  the  student  himself  providing  for  his  own  board  in  lal)or 
and  in  cash. 

2.  $1,200  for  permanent  scholarships. 

3.  Money  for  current  expenses  in  any  amounts,  however  small. 

4.  An  addition  to  our  Endowment  Fund  of  at  least  $3,000,000. 

5.  $30,000  for  a  building  for  religious  purposes. 

6.  $15,000  to  complete  Boys'  Trades  Building. 

7.  $40,000  for  boys'  dormitory. 

8.  $40,000  for  girls'  dormitory. 

9.  $1,500  each  for  four  teachers'  cottages. 

10.  $3,000  for  a  general  store-room. 

THE  INDUSTRIAL  DEPARTMPINTS 

Including  the  Agricultural  Department,  the  Industries  for 
Girls  and  the  !Nurse  Training  School,  there  are  now  fortr  differ- 
ent  trades  or  professions  taught  at  Tuskegee. 

The  industries  are  grouped  under  three  departments:  the  School 
of  Agriculture,  the  Department  of  Mechanical  Industries  and  the 
Industries  for  Girls.  Each  one  of  these  departments  has  a  sej)a- 
rate  building,  or  gi'oup  of  buildings,  in  Avhich  the  work  of  the 
school  is  done.  The  Agricultural  School  has,  in  addition  to  its 
laboratories,  the  Farm  and  the  Experiment  Station  where  prac- 
tical and  experimental  work  is  performed. 

THE  SCHOOL  OF  AGRICULTURE 
The  work  of  the  S'chool  of  Agriculture  centers  in  the  Milbank 
Agricultural  Hal],  which  was  erected  in  1909,  at  a  cost  of 
$26,000.  Jn  addition  to  regular  class  rooms  it  contains  labora- 
tories for  such  elementary  work  in  chemistry  as  the  study  of  agri- 
culture demands.  There  is  a  museum  in  which  the  sjiecimens  of 
various  products  of  the  soil  are  preserved  for  illustrating  lectures. 
There  is  an  assembly  room  with  a  seating  capacity  of  300  per- 
sons.    The  first  floor  contains  the  creamery,  the  farm  machinery 


ALABA^fA  3373 

repair  shop,  and  a  specnally  adapted  class  room  for  studying  live 
stock. 

The  first  industry,  farming,  was  started  on  a  small  scale  in 
1883,  on  the  land  on  which  Phelps  Hall,  Huntington  Memorial 
Hall  and  the  Xew  Laundry  now  stand.  The  farm,  including  the 
Experiment  Station,  comprises  at  present  2,300  acres,  divided 
about  as  follows:  37  acres  used  as  a  truck  garden  to  supply  the 
school's  dining  hall  and  the  town  market  with  vegetables;  214 
acres  devoted  to  orchard  and  small  fruits;  840  acres  devoted  to 
general  farming;  1,300  acres  to  pastures,  woodland  and  other 
purposes. 

An  extensive  live  stock  industry  is  conducted  on  the  basis  of 
this  farm.  The  dairy  herd  contains  156  head  of  cattle,  breeders, 
yearlings  and  calves,  with  100  milch  cows  "  at  the  pail."  The 
creamerv  received  last  vear  60,000  gallons  of  milk  and  manufac- 
tured  9,000  pounds  of  butter.  The  swine  herd  consists  of  COO 
head  of  hogs.  The  poultry  yard  contains  over  2,000  fowls.  The 
horse  barn  takes  care  of  all  the  work  animals  of  the  school  and 
contains  150  head  of  horses,  mules  and  colts  which  have  an  annual 
earning  capacity  of  $34,000. 

The  work  of  the  farm  in  1915  was  carried  on  by  325  students 
and  18  instructors. 

The  leading  crops  raised  u}>on  the  general  farm  last  year  were: 
5O0  tons  of  ensilage,  7,000  bushels  of  sweet  potatoes,  3,500  bushels 
of  corn,  10,000  bushels  of  oats  and  300  tons  of  hay.  The  leading 
crops  of  the  truck  garden  were:  300,853  pounds  of  greens,  2,890 
dozen  bunches  of  lettuce,  1,000  bushels  of  onions,  4,000  bunches 
of  beets,  610  bushels  of  lima  and  snap  beans,  538  bushels  of  toma- 
toes, 400  bushels  of  rutabagas  and  turnips,  833  dozen  ears  of 
green  corn,  3,500  dozen  squash  and  300  bushels  of  okra.  The 
total  value  of  the  vegetables  grown  by  the  truck  garden  in  1915 
was  $6,100. 

Landscape  gardening,  horticulture  and  floriculture  have  re- 
cently been  added  to  the  industries  taught  by  the  school.  Horti- 
culture was  started  as  far  back  as  1895.  Floriculture  was  added 
in  1904  when  through  the  kindness  of  a  friend,  the  school  was 
given  the  money  with  which  to  build  a  greenhouse.  A  second 
greenhouse  was  added  in  1907  and  40,000  plants  and  over  400 
shade  trees  planted. 

There  are  now  13,350  peach  trees  and  140,000  strawberry 
plants,  and  2,051  grape  vines  in  the  school  orchard.     Tn  one  year, 


3374  Citizenship  Trai^'ixg  I^"  Other  States 

the  students  in  this  department  planted  I^OIO  trees  and  7,803 
shrubs  and  did  altogether  for  the  institution,  including  the  value 
of  the  trees  and  shrubs  planted,  labor  to  the  amount  of  $7,392. 

For  a  number  of  years  the  institution  has  had  a  canning  fac- 
tory. In  1914  a  special  building  was  erected  for  this  industry. 
During  the  year  fruit  and  vegetables  were  canned  as  follows :  349 
gallons  of  blackberries;  15,497  gallons  peaches;  1,330  gallons 
tomatoes;  28  gallons  apples;  75  gallons  figs;  435  gallons  peas; 
and  78  gallons  gi-apes. 

The  Experiment  Station  was  established  in  connection  with  the 
Agi'icultural  School  in  1896  by  the  State  Legislature  of  that  year. 
The  result  of  eight  years'  work  was  published  April,  1905,  enti- 
tled "  How  to  Build  Up  Worn  Out  Soils."  A  sequel  to  this  bul- 
letin, entitled  "  Cotton  Growing  on  Sandy  Uplands,"  shows  that 
on  the  poorest  soil  in  Alabama,  a  bale  of  cotton,  nearly  four  times 
the  average  yield  per  acre,  can  be  grown  with  profit. 

Experiments  in  cotton  breeding  have  been  going  on  since  1905 
with  success.  The  purpose  of  these  experiments  has  been:  1.  To 
create  an  hybrid  species  by  breeding  the  Sea  Island  cotton,  which 
is  noted  for  its  long,  silky  fibre,  with  certain  of  the  upland  vari- 
eties. 2.  To  create  a  type  more  prolific  and  better  adapted  for 
sandy,  upland  soils,  such  as  those  in  the  neighborhood  of  Tuskegee. 

THE  MECHAXICAL  INDUSTRIES 

The  shops  where  the  mechanical  industries  are  taught  are  in  the 
Slater-Armstrong  Memorial  Trades  Building.  This  building 
which,  with  the  saw  mill,  the  boiler  house,  tool  and  storage  rooms, 
occupies  a  floor  space  of  about  37,650  square  feet,  contains  the 
shops  for  teaching  the  following  trades :  carpentry,  woodworking, 
printing,  tailoring,  blacksmithing,  wheelwrighting,  harnessmak- 
ing,  carriage  trimming,  plumbing,  steamfitting,  electric  lighting, 
architectural  and  mechanical  drawing,  tinning,  painting,  steam 
engineering  and  shoemaking.  The  saw  mill  and  the  brick  yards 
are  located  in  another  part  of  the  gixjunds. 

The  first  bricks  made  were  used  in  building  Alabama  Hall, 
Brickmaking,  the  second  industry  on  the  grounds,  was  started  in 
1883.  The  first  bricks  were  made  by  hand  in  the  ravine  between 
Alabama  Hall  and  the  Chapel.  The  first  machine  for  making 
brick  was  made  of  wood  and  run  by  horse  power.  It  had  a  capac- 
ity of  about  8,000  per  day.  The  two  machines  now  in  use  have  a 
rated  daily  capacity  of  25,000  each. 


Alabama  3375 

Bricklaying  and  plastering  started  in  1883.  Thirty  brick 
buildings  have  been  erected  or  are  in  process  of  erection  on  the 
grounds  in  which  the  bricks  have  been  manufactured  and  the  plans 
drawn  and  the  buildings  constructed  largely  by  student  labor 
under  the  direction  of  the  instructors.  Including  new  and  repair 
■work  in  masoniy  and  plastering,  the  value  of  the  work  of  this  divi- 
sion amounted  in  1915  to  $4,458. 

Blacksmithing  was  started  in  a  little  frame  building  12x16  and 
with  a  crude  outfit.  The  blacksmith  shop  now  contains  ten 
forges;  work  to  the  value  of  over  $3,000  is  done  yearly.  This 
includes  the  iron  work  used  in  the  building  of  new  vehicles  and 
the  shoeing  of  679  horses  and  mules. 

Carpentry  was  introduced  in  1884.  This  industry  was  first 
taught  in  a  small  building  known  as  the  John  F.  Skater  Carpenter 
Shop.  Woodturning,  scroll  and  machine  work  and  cabinet  mak- 
ing have  been  added  since  that  time.  This  has  enabled  the  school 
to  make  a  good  deal  of  its  own  furniture  and  repairs  that  would 
otherwise  have  been  done  outside  the  school.  The  carpentry  work 
of  all  the  buildings  erected  on  the  Institute  grounds  has  been  done 
by  students  of  the  carpentry  division  under  the  direction  of  the 
instructors  in  carpentry.  The  value  of  the  work  done  by  the  stu- 
dents in  this  division  in  1915  amounted  to  $17,296. 

Printing  was  started  in  1885.  The  office  prints  books,  pamph- 
lets, magazines,  newspapers,  and  considerable  job  and  commercial 
printing.  The  Journal  of  the  National  Medical  Association,  The 
Annual  Catalogue,  The  Treasurer's  Report,  The  Xegro  Year 
Book,  The  Tuskegee  Student,  The  Southern  Letter,  The  :N'ational 
Kotes,  are  among  the  more  important  pieces  of  printing  done  dur- 
ing the  year.  The  value  of  the  work  of  the  printing  office  in  1915 
itmounted  to  $14,845. 

The  saw  mill  was  started  in  1886.  At  that  time  the  school 
owned  a  large  tract  of  heavilv  timbered  land.  Investisfation 
showed  that  this  timber  could  be  cut  and  manufactured  into  lum- 
ber at  a  considerable  saving.  During  1915,  194  feet  of  lumber 
was  sawed. 

The  first  wagon  made  on  the  grounds  was  the  work  of  Fayette 
Pugh,  an  untutored  colored  man,  who  was  working  at  that  time, 
1887,  in  the  saw  mill.  The  school  was  much  in  need  at  that  time 
of  a  wagon,  but  did  not  have  money  enough  to  buy  it.  This  man 
Baid  if  the  school  would  purchase  the  hubs  and  enough  iron  he 
rould  build  a  wagon.     This  wagon,  excepting  the  iron  work,  was 


3376  Citizenship  Training  in  Other  States 

built  under  an  oak  tree  and  was  the  direct  cause  of  tte  establish- 
ment of  a  wheelwright  shop  in  1888.  As  the  wheelwright  and 
blacksmith  shop  began. a  few  years  later  to  build  buggies  and  car- 
riages, it  was  found  necessary  to  start  a  carriage  trimming  divi- 
sion. This  was  done  in  1891.  In  addition  to  the  repairs  of  farm 
machinery  and  wagons,  something  like  twenty  fine  vehicles,  among 
them  buggies,  surreys  and  wagons,  besides  a  large  number  of 
dump  carts,  push  carts,  wheelbarrows,  etc.,  are  made  in  this  divi- 
sion each  year.  The  value  of  the  articles  turned  out  by  this  divi- 
sion in  1915  was  $2,513. 

The  bill  for  tinware  had  grown  so  large  in  1890  that  it  became 
profitable  to  establish  a  tin  shop  on  the  grounds.  Lewis  Adams,  a 
colored  man  who  had  been  instrumental  in  securing  the  location 
of  the  Institute  at  Tuskegee,  was  at  that  time  doing  the  work.  It 
was  found  that  he  could  be  employed  to  do  the  work  on  the  school 
grounds  and  give  instruction  to  the  students  for  less  than  the 
school  was  paying  him  during  the  year  for  odd  jobs.  Mr.  Adams 
was  also  a  harncssmaker  and  a  shoemaker,  and  did  a  large  amount 
of  repairing  for  the  school.  It  was  decided  to  employ  him  and  let 
him  teach  all  of  these  trades.  About  3,000  pieces  of  tinware, 
including  basins,  wash  cans,  slop  cans,  etc.,  are  made  every  year  for 
the  use  of  the  school  in  the  tin  shop.  Aside  from  the  repair  work 
on  the  school  buildings,  nearly  all  the  roofing  for  the  larger  build- 
ings on  the  grounds  was  made  there  and  put  upon  the  buildings 
by  the  students.  For  the  new  power  plant  the  tin  shop  made 
two  metal  skylights,  two  tin-covered  doors,  350  feet  of  galvanized 
cornices  and  100  feet  of  galvanized  drain  pipe. 

In  the  shoe  shop  50  pairs  of  shoes  were  made  by  the  students; 
60  pairs  of  uppers  were  drafted  and  made,  and  2,603  pairs 
repaired.     The  value  of  the  work  done  in  this  division  was  $1,126. 

The  harness  shop  makes  and  repairs  the  harness  used  by  the 
school.  The  trimming  of  buggies  and  carriages  is  also  done  in  this 
division.  In  1915  this  division  did  1,161  jobs  of  new  work  and 
repairing.     The  value  of  this  work  was  $2,253. 

An  abandoned  cupola,  which  was  presented  to  J.  H.  Washington 
by  the  authorities  of  a  polytechnic  school  for  whites  near  Tuskegee, 
brought  about  the  establishment  of  a  foundry  and  machine  shop 
at  the  school.  For  some  time  Mr.  Washington  had  been  looking 
foi-ward  to  setting  up  a  machine  shop.  To  do  such  work  as  he 
desired,  however,  it  was  nccessarv  to  have  a  fouudrv.  He  had 
expressed  his  desire  to  a  teacher  in  the  neighboring  school.    Shortly 


Alabama  3377 

after  the  authorities  of  this  school  decided  to  take  out  the  small 
cupola  they  had  been  using  and  put  in  a  larger  one.  They  decided, 
therefore,  to  give  the  old  one  to  Tuskegee.  The  school  was  then 
very  poor  and  the  Finance  Committee  did  not  feel  able  to  pay  the 
freight.  Mr.  Washington  finally  sent  a  three-yoke  ox-team  after 
the  cupola  and  hauled  it  fifteen  miles  over  a  dirt  road.  Since  that 
time  the  school  has  made  its  own  castings  and  been  able  to  do  con- 
siderable work  for  the  surrounding  community.  The  foundry 
manufactures  boiler  gi-ates,  cast  iron  beds,  sash  weights  of  dif- 
ferent sizes,  machine  and  boiler  castings  and  various  miscellaneous 
castings. 

The  machine  shop,  exclusive  of  the  foundry,  now  occupies  a 
floor  area  in  the  Trades  Building  of  2,870  square  feet.  All  the 
repairing  of  the  mechanical  equipment  of  the  school,  including 
steam  pumps,  steam  engines,  wood  working  machines,  printing 
presses,  metal  working  machines,  etc.,  is  done  in  the  machine  shop. 
The  value  of  the  work  done  in  this  division  the  past  year  was 
$3,791. 

Plumbing  and  steamfitting,  which  were  at  first  part  of  the 
machine  shop,  have  since  been  organized  as  separate  industries. 
Under  the  charge  of  this  division  there  have  been  installed  40,240 
feet  of  steam  and  35,000  feet  of  water  lines,  carrying  steam  and 
water  to  all  the  larger  buildings  on  the  grounds.  The  value  of  the 
work  done  in  1915  amounted  to  $5,768. 

The  power  plant.  Steam  engineering  is  taught  in  connection 
with  the  new  central  power  plant  which  has  just  been  installed  at 
a  cost  of  $229,000.  In  the  steam  engineer's  course,  the  young  men 
have  studies  from  eleven  different  steam  engines,  seven  steam 
pumps,  twelve  steam  boilers,  a  complete  waterworks  system  with 
miles  of  piping,  and  the  various  waterworks  equipment  —  valves, 
gauges,  recording  apparatus,  etc. 

Over  ten  thousand  electric  lights  are  used  in  lighting  the  build- 
ings and  the  grounds  of  the  school.  The  first  dynamo  was  pur- 
chased in  1898  and  the  first  electric  lights  were  those  put  in  the 
new  chapel  in  that  year.  Light  is  supplied  to  a  considerable 
number  of  houses  in  the  village  of  Greenwood,  and  in  all  over  30 
miles  of  wiring  have  been  installed  and  maintained  by  the  students 
in  this  division. 

Painting  was  first  taught  as  a  separate  industry  in  1891.  Pre- 
vious to  that  time  there  were  special  students  in  the  carpenter  and 
wheelwright  shops  who  did  this  work.     During  1915  the  painting 


3378  Citizenship  Training  in  Other  States 

division  did  1,120  jobs  of  various  sorts.    These  included  painting 
houses,  glazing  windows,  signs,  vehicles,  furniture,  etc. 

The  tailor  shop,  during  1915,  completed  1,159  jobs,  including 
220  suits  made.  Students'  uniforms  are  made  in  the  tailor  shop. 
The  value  of  the  work  done  in  this  division  was  $3,698. 

Architectural  and  mechanical  drawing  was  first  taught  in  con- 
nection with  the  separate  industries.  An  important  advance  in  the 
method  of  teaching  was  achieved  when  a  separate  department  was 
established  for  this  work,  where  the  plans  and  specifications  not 
only  for  the  buildings  but  all  other  work  in  the  school  are  made. 
These  drawings  and  specifications  have  enabled  the  students  to 
think  their  problems  as  well  as  do  the  work  assigned  them.  Plans 
for  nearly  all  the  buildings  on  the  grounds  were  drawn  by  this 
department. 

THE  INDUSTRIES  FOR  WOMEN 

What  are  known  on  the  grounds  as  the  "  Girls'  Trades  "  are  cen- 
tered in  a  building  erected  in  1901  and  known  as  Dorothy  Hall. 
This  building  contains  a  laundry,  cooking  school  and  dressmaking 
and  millinery  shops.  In  this  building,  baskets,  mattresses,  brooms, 
and  soap  are  made.  Additions  which  have  doubled  the  capacity 
of  the  building  have  made  room  for  a  larger  kitchen  and  a  more 
systematic  and  extended  training  in  cooking. 

The  cooking  school  is  located  with  the  girls'  other  industries  in 
Dorothy  Hall.  In  the  early  days  of  the  school  students  received 
training  in  cooking  in  the  preparation  of  the  meals  of  the  school. 
At  the  present  time  the  meals  are  served  by  the  students  but  cook- 
ing and  domestic  science  are  now  taught  in  a  separate  building. 

Since  1893  all  the  girls  in  the  school  have  studied  cooking  and 
domestic  science.  After  they  have  had  this  training  they  serve 
for  a  month  in  the  students'  and  teachers'  dining  rooms.  In 
addition  the  school  maintains  a  practice  cottage  where  the  girls 
of  the  senior  class  keep  house  and  do  their  own  cooking  on  a  small 
fixed  allowance  given  them  by  the  school. 

Dressmaking  and  millinery  have  been  added  to  the  Department 
of  Plain  Sewing,  with  the  idea  of  giving  a  certain  number  of 
students  a  trade.  The  plain  sewing  had  been  started  to  furnish 
underwear  and  working  shirts  for  the  young  men.  The  dress- 
makers and  milliners  make  the  dresses  and  trim  the  hats  for  most 
of  the  students  and  teachers. 

The  mattress  factory  was  the  happy  thought  of  a  newspaper 
man  who  came  to  visit  the  school.     In  1887  the  school  was  in  need 


Alabama  3379 

of  mattresses.  There  were  none  to  be  had  in  the  town  and  the 
mattressmaker  who  had  formerly  done  the  work  had  died.  One  of 
the  teachers  and  a  student  decided  they  would  try  the  experiment 
of  making  them  on  the  grounds.  To  do  this  they  began  tearing  up 
an  old  mattress  to  see  how  it  was  put  together.  While  they  were 
engaged  in  this  work  a  newspaper  man  discovered  them.  In  his 
account  of  the  industries  he  mentioned  mattressmaking.  It  has 
been  one  of  the  trades  since  that  time. 

Among  the  things  made  here  there  were  1,229  brooms,  95 
mattresses,  214  mops,  408  curtains,  170  tablecloths,  205  bedticks, 
997  pillow  cases,  125  pillows,  and  96  screens;  in  all,  articles  to 
the  value  of  $2,819  were  made  in  1915  in  the  mattress,  broom  and 
basketry  divisions. 

All  the  laundry  for  the  school  is  done  by  the  girls  in  the 
Laundry  Department.  Considering  that  there  are  on  an  average 
something  like  1,600  persons,  including  students  and  teachers,  in 
the  school,  the  weekly  washing  is  large.  According  to  the  record 
1,532,000  pieces  were  laundered  in  the  school  laundry  during  the 
year. 

THE  ACADEMIC  DEPARTMENT 
The  Academic  Department  is  located  in  the  Collis  P.  Hunting- 
ton Memorial  Building,  which  is  the  gift  of  Mrs.  Collis  P.  Hunt- 
ington, and  was  erected  in  memory  of  her  husband. 

All  the  students  are  required  to  take  academic  studies.  There  is 
a  systematic  effort  to  correlate  the  academic  studies  with  the  indus- 
trial training  and  practical  interest  of  the  pupil.  By  this  means 
the  work  of  the  students  in  the  Industrial  Department  is  lifted 
above  the  level  of  mere  drudgery,  and  becomes  invested  with  the 
character  of  a  demonstration.  On  the  other  hand,  the  principles 
acquired  in  the  academic  studies,  gain  in  definiteness,  precision 
and  interest  by  application  to  actual  situations  and  to  real  objects. 
The  students  of  the  Academic  Department  are  divided  between 
the  night  and  day  schools.  About  two-thirds  of  all  the  students 
are  in  the  day  school  and  one-third  in  the  night  school.  The 
night  school  pupils  attend  academic  exercises  four  evenings  each 
week  from  6  :45  to  8  :30  and  one  evening  from  6  :45  to  8  :00.  Tho 
day  school  pupils  attend  academic  exercises  three  days  each  week 
from  9:30  to  12:00  and  1:30  to  4:00.  A  night  school  pupil  of 
vigouous  health  and  good  ability  ordinarily  advances  in  his  aca- 
demic studies  about  one-half  as  rapidly  as  the  average  pupil  in 
the  day  school. 


3380  CiTizEi^SHip  Training  in  Other  States 

The  night  school  is  designed  for  those  who  are  too  poor  to  pay 
the  small  charges  made  by  the  day  school. 

The  expense  of  day  school  students  over  and  above  the  cost  of 
clothing  and  in  addition  to  what  can  be  earned  is  about  $45  or  $50 
for  a  term  of  nine  months.  The  rate  of  wages  of  the  student 
depends  upon  his  efficiency.  Whatever  a  night  school  student 
earns  in  excess  of  his  board  is  placed  to  his  credit  to  be  used  when 
he  enters  the  day  school. 

Teaching  in  the  Academic  Department  is  carried  on  by  a  faculty 
of  fifty-two  teachers:  eleven  in  English,  nine  in  mathematics,  five 
in  history  and  geography,  two  in  science,  one  in  education,  two  in 
bookkeeping,  three  in  vocal  and  instrumental  music,  one  in  the 
kindergarten,  one  in  drawing  and  writing,  one  in  physical  culture, 
three  in  the  library,  seven  in  the  children's  house,  and  four  others 
employed  in  the  office  of  the  Director  of  the  Department. 

The  children's  house  is  the  public  school  of  the  Institute  com- 
munity. To  this  school  the  county  contributes  about  $250,  and  the 
Institute  about  $1,000.  In  addition  it  has  an  income  from  the 
tuition  of  the  children  which  amounts  to  $350.  In  1902  a  generous 
friend  gave  the  Institute  money  to  erect  a  suitable  building  in 
which  to  carry  on  this  work.  .Hooms  are  provided  to  serve  as  a 
kitchen,  dining  room  and  bedroom  for  training  girls  and  there  is 
likewise  a  manual  training  room  for  boys.  Teachers  are  supplied 
from  the  Institute.  The  school  prepares  its  pupils  to  enter  the 
junior  class  of  the  Institute. 

A  summer  school  for  teachers  is  conducted  each  year  under  the 
auspices  of  the  Academic  Department.  It  furnishes  an  oppor- 
tunity for  teachers  to  improve  themselves  so  that  they  may  be 
able  to  do  better  teaching  and  be  of  wider  service  to  the  com- 
munities in  which  they  teach.  The  summer  school  runs  for  six 
weeks  during  the  months  of  June  and  July. 

Over  400  teachers  are  gathered  from  nil  of  tlie  Southern  states 
and  some  Northern  states. 

THE  PHELPS  HALL  BIBLE  TRAINING  SCHOOL 
The  Bible  Training  School  is  located  in  Phelps  Hall  directly 
facing  the  Academic  Building. 

The  aim  of  the  Department,  whicli  was  established  in  1892,  is 
to  give  its  students  a  comprehensive  knowledge  of  the  whole 
English  Bible ;  to  give  them  such  knowledge  and  training  as  will 
fit  them  to  work  as  preachers  and  missionaries  under  the  actual 
conditions  now  existing  among  the  colored  people. 


Alabajnia  3381 

A  night  Bible  class  gives,  an  opportunity  to  ministers  in  the  town 
and  surrounding  country  who  are  not  able  to  attend  the  day  school, 
to  learn  something  of  the  Bible  and  its  history.  These  men  come 
to  the  school  twice  a  week  for  two  hours'  instruction,  some  of  them 
walking  four  or  five  miles. 

Four  teachers,  including  the  Dean  of  the  school,  make  up  the 
faculty  of  the  Bible  Training  School.  Lectures  are  also  given  by 
men  prominent  in  one  or  the  other  of  the  denominations  of  the 
Negro  church.  Their  lectures  usually  bear  upon  questions  of 
practical  church  work. 

The  Macon  County  ]\Iinisters'  Association  which  meets  four 
times  a  year  at  the  school  brings  the  Bible  students  in  touch  with 
practical  community  problems.  The  Bible  students  also  attend 
the  meetings  of  the  Farmers'  Institute,  the  Short  Course  in  Agri- 
culture and  other  extension  activities  of  the  school.  In  this  way 
they  get  first-hand  methods  of  community  uplift. 

DEPARTMENT  OF  ADMINISTRATIOX 

The  administration  of  the  Institute  centers  in  the  Administra- 
tion Building,  which  contains  the  offices  of  the  Principal  and  the 
Secretary,  the  rooms  of  the  Executive  Council,  of  the  Treasurer, 
of  the  Auditor,  and  the  Commandant  of  the  Battalion,  who  is  also 
head  of  the  police  department  of  the  school. 

This  building,  which  was  completed  in  1904,  contains  also  the 
post  office  and  the  students'  savings  bank. 

The  Executive  Council  is  the  directing  body  in  the  school.  It 
is  made  up  of  the  chief  executive  officers  of  the  school,  the  Prin- 
cipal, Treasurer,  General  Superintendent  of  Industries,  Director 
of  Mechanical  Industries,  Secretary  of  the  Institution,  the  Direc- 
tor of  the  Agricultural  Department,  the  Director  of  the  Experi- 
ment Station,  the  Commandant  of  the  Battalion,  the  Dean  of  the 
Bible  Training  School,  Business  Agent,  the  Director  of  the  Aca- 
demic Department,  Chief  Accountant,  the  Eegistrar,  the  Dean  of 
the  Women's  Department,  and  the  Director  of  Industries  for  Girls. 

A  Savings  Department  was  established  at  the  school  in  1901. 
This  was  to  provide  means  for  the  students  to  deposit  their  money 
to  accustom  them  to  the  habit  of  using  a  bank  and  to  encourage 
them,  indirectly,  in  the  habit  of  saving.  The  number  of  deposit- 
ors is  about  1,250. 

The  accounts  of  the  school  are  centered  in  the  Chief  Account- 
ant's office.     Separate  accounts  are  kept  for  51   different  depart- 


3382  Citizenship  Tr.\ining  in  Other  States 

ments  of  the  school.  This  includes  the  40  different  industries, 
each  of  which  makes  a  separte  accounting  of  its  work.  Tiie  amount 
of  trade,  back  and  forth,  inside  the  school,  of  which  the 
Accountant's  office  is  a  sort  of  clearing  house,  amounts  each  year 
to  more  than  $600,000.  This  office  has  over  4,000  ledger  accounts 
of  which  1,500  are  with  students  and  in  addition  keep  the  accounts 
of  36  funds,  17  of  which  are  endowment  funds.  The  Chief 
Accountant  is  teacher  of  bookkeeping  in  the  school,  and  his  office 
is  a  sort  of  post-graduate  course  to  students  who  desire  to  become 
expert  bookkeepers  and  accountants. 

BUSINESS  AGENT'S  DEPARTMENT 
The  term  "  Business  Agent  "  is  very  broad  in  its  application. 
It  is  his  business  to  purchase  practically  everything  used  by  the 
school,  from  a  pin  to  a  steam  engine  or  a  massive  dynamo.  The 
Business  Agent's  Department  includes  the  Boarding  Department 
and  the  General  Stores  Division.  This  necessitates  the  purchasing 
of  the  daily  food  supplies  for  the  students,  teachers,  and  in  many 
instances  the  families.  The  Boarding  Department  furnishes  daily 
to  students  an  average  of  4,027  meals  at  a  cost  per  capita  per  day 
of  approximately  thirteen  cents  for  provisions.  At  different  meals 
quantities  of  food  are  consumed  as  shown  in  the  following  items : 
Ninety-five  gallons  of  coffee,  350  pounds  of  greens  or  salad,  75 
gallons  of  peaches,  120  gallons  of  milk,  45  pounds  of  butter,  20 
gallons  of  syrup,  300  loaves  of  bread,  5,600  pieces  of  corn  bread, 
22  bushels  of  sweet  potatoes.  The  consumption  per  day  of  any 
one  item  of  meat  is  about  375  pounds  of  beef  or  375  pounds  of 
pork  or  200  pounds  of  tripe  or  180  pounds  of  liver  or  380  pounds 
of  fish.  The  General  Stores  Division  embraces  the  commissary, 
salesroom  and  meat  market.  The  monthly  sales  from  the  com- 
missary to  the  families  amount  to  about  $1,600.  To  the  depart- 
ments sales  for  a  single  month  are  over  $7,600.  The  monthly  sales 
of  the  salesroom,  which  is  a  general  dry  goods  and  stationery  store, 
are  from  $2,000  to  $4,000. 

HOSPIAL  AND  NURSE  TRAINING  SCHOOL 
The  Hospital  and  Nurse  Training  School  was  started  in  1892, 
but  not  until  1001  were  the  different  departments,  the  boys'  ward, 
the  girls'  ward,  the  operating  and  drug  rooms,  centered  in  one 
building.  The  Andrews  Memorial  Hospital  cost  $50,000.  It 
affords  adequate  facilities  for  the  increasingly  large  number  of 


Alabama  3383 

operative  cases  that  are  brouglit  to  the  hospital  often  from  adjacent 
states  for  treatment.  The  hospital  is  in  charge  of  a  superintendent 
who  is  assisted  by  two  internes,  a  head  nurse,  matron  and 
pharmacist. 

One  hundred  three  trained  nurses  have  gone  out  from  the  school 
since  1894  and  are  doing  good  work  in  different  parts  of  the 
country.  The  course  in  the  Training  School  covers  a  period  of 
three  years  and,  as  a  rule,  students  are  supposed  to  have  completed 
the  work  in  the  Academic  Department  or  its  equivalent  before 
entering. 

THE  DEPARTMENT  OF  SCHOOL  EXTENSION" 

The  actual  work  of  Tuskegee  has  for  some  years  grown  beyond 
the  limits  of  the  school  grounds.  Every  year  sees  the  amount  of 
this  extension  work  increased.  In  its  efforts  to  reach  and  aid  the 
masses  outside  of  and  beyond  the  direct  influence  of  the  school- 
room, the  Institute  has  aimed :  1.  To  change  public  opinion  and 
turn  the  attention  of  the  people  in  directions  where  there  was  hope 
for  them.  This  has  been  the  work  of  the  ITegro  Conference  and 
various  agencies  that  have  grown  up  to  help  complete  its  work.  2. 
To  educate  the  people  on  the  soil,  encourage  better  methods  of 
farming  and  so  induce  Negro  farmers'  children  to  remain  on  the 
soil.  This  has  been  the  work  of  the  Short  Course  in  Agriculture, 
the  Farmers'  Institute,  the  Demonstration  Farming  and  the 
Movable  Schools  operated  under  the  ''  Smith-Lever "  Agricul- 
tural Enactment. 

The  Annual  Negro  Conference  was  started  in  February,  1891. 
In  that  year  Principal  Booker  T.  Washington  sent  out  invitations 
about  seventy-five  representative  negroes  in  Macon  County, 
farmers,  mechanics,  school  teachers  and  ministers.  The  majority 
of  the  men  who  came  to  the  conference  were  farmers.  Instead  of 
seventy-five,  something  like  four  hundred  responded  to  this  invita- 
tion. The  success  of  the  first  conference  has  been  repeated  each 
year  since  and  the  fame  of  its  annual  meeting  has  extended  until 
negro  farmers  come  from  all  over  the  South  to  attend  them. 

The  need  of  first-hand  knowledge  of  conditions  among  the 
negro  farmers  and  in  the  more  remote  regions  of  the  South 
brought  so  many  visitors,  students  and  teachers  to  these  conference 
that  it  was  finally  decided  to  hold  the  conference  two  days,  giving 
the  first  day  to  the  farmers  and  the  second  day  to  the  students  and 
teachers.     This  has  resulted  in  the  division  of  the  work  of  the 


3384  Citizenship  Training  in  Other  States 

Annual  Conference  into  tlie  Farmers'  and  Workers'  Conferences. 
The  Workers'  Conference  follows  the  Farmers'  and  takes  its  theme 
from  it. 

A  conference  agent  is  employed  by  the  school  whose  duty  is  to 
organize  local  conferences  in  different  communities  in  the  state  and 
visit  those  conferences  already  established  in  order  to  encourage 
them  in  their  work. 

The  short  course  in  agriculture  started  in  January,  190-i,  and 
intended  to  give  farmers  in  the  surrounding  country,  at  the  season 
when  most  of  them  are  idle,  the  advantage  of  two  weeks'  study  and 
obser\'ation  of  the  work  of  the  school  farm,  has  been  increasingly 
successful.  The  first  year  there  were  but  eleven  students  and  most 
of  them  were  older  men.  In  1912  this  number  had  increased  to 
1,472  and  800  of  these  were  young  men  and  women. 

The  Demonstration  Farming  Experiment,  the  work  carried  on 
by  the  Agricultural  Department  at  Washington  with  the  aid  of  the 
General  Education  Board,  was  started  in  1907.  The  plan  pro- 
vided that  a  certain  number  of  farmers  in  a  selected  countv  should 
farm  a  small  portion  of  their  land  under  the  direction  of,  and 
with  the  seed  provided  by,  the  Agricultural  Department.  The 
work  throughout  the  South  has  been  under  the  directions  of  Dr. 
S.  A.  Knapp,  of  Washington,  who  has  under  him  a  number  of 
agents  whose  duty  it  is  to  visit  the  different  sections  of  the  country 
and  oversee  the  work  that  is  going  on.  These  men  have  under 
them  the  Field  Agents  who  in  turn  select  and  direct  the  farmers 
in  the  fields.  In  ]Macon  County  this  work  was  begun  among  Xegro 
farmers  by  T.  M.  Campbell,  a  graduate  of  the  Agricultural 
Department.  Demonstration  work  is  now  carried  on  under  the 
auspices  of  Tuskegee  Institute  as  follows:  In  Alabama,  in  Macon, 
Wilcox,  Lee,  Madison,  Randolph  and  Bullock  Counties;  in  Mis- 
sissippi, in  Bolivar,  Jefferson  Davis  and  Sunflower  Counties. 

The  Movable  Schools.  By  means  of  funds  received  from  the 
United  States  Department  of  Agriculture  under  the  Smith-Lever 
Agricultural  Extension  Work  Enactment,  two  to  three  days  Mov- 
able Schools  are  carried  on  in  various  counties  of  Alabama  where 
there  are  large  numbers  of  Negro  farmers.  Instructors  from  the 
Institution's  Department  of  Agriculture  go  into  a  county,  gather 
the  farmers  and  their  wives  and  children  together  and  give  them 
instruction  in  better  methods  of  farming  and  the  care  and  improve- 
ment of  the  home. 


Alabama  3385 

A  J^egro  County  Fair  was  held  for  a  number  of  years  in  con- 
nection with  the  Farmers'  Institute  on  the  grounds  near  the 
school.  In  1906  a  permanent  fair  ground  was  erected  within  the 
limits  of  the  village  of  Greenwood.  In  1911  the  Xegro  County 
Fair  was  merged  with  the  white  association  of  the  county  under 
the  name  of  the  Macon  County  Fair  Association, 

Rural  School  Extension  seeks  to  assist  and  direct  the  Xegro 
farming  communities  in  building  schoolhouses,  lengthening  the 
school  terms  and  securing  competent  teachers.  The  aid  received 
from  the  Rosen wald  gift  for  rural  school  building  is  doing  much 
toward  providing  good  schoolhouses.  The  Jeanes  Fund  and  other 
sources  enable  teachers  to  employ  the  most  effective  methods  of 
teaching  the  pupils  and  improving  the  communities,  so  that  the 
schools  of  the  county  where  Tuskegee  Institute  is  located  are 
among  the  best  rural  schools  in  the  South. 

A  special  supervisor  is  employed  whose  duty  is  to  visit  the 
various  schools  and  advise  and  assist  teachers,  particularly  with 
reference  to  the  management  of  school  farms  and  school  gardens 
and  the  teaching  of  agriculture  and  the  industries.  One  of  the 
important  tasks  of  this  supervisor  is  the  organization  of  com- 
munity clubs  for  the  support  of  the  schools. 

A  Model  School  is  maintained  in  what  is  known  as  the  Rising 
Star  community,  which  is  just  beyond  the  Institute  farm,  where 
a  combined  school  and  dwelling  house  has  been  erected  and  two 
graduates  of  Tuskegee,  a  man  and  his  wife,  occupy  and  conduct  a 
public  school.  The  house  contains  five  rooms,  a  sitting-room, 
bedroom,  a  kitchen,  a  dining-room,  and  a  special  classroom.  There 
is  also  a  barn  and  garden  with  horses,  cow,  pigs  and  chickens. 
The  regular  classroom  work  is  carried  on  in  this  as  in  other  pub- 
lic rural  schools,  except  that  instead  of  spending  all  their  time 
in  a  classroom,  pupils  are  divided  into  sections  and  given  instruc- 
tion in  the  ordinary  industries  of  a  farm  community.  While  some 
pupils  cook,  others  clean  the  house,  others  the  yard,  others  work 
in  the  garden,  others  are  receiving  literary  instruction. 

In  four  years  the  Xegro  farmers  of  the  county  where  Tuskegee 
Institute  is  located  contributed  over  $20,000  to  the  building  of 
schoolhouses  and  lengthening  school  terms. 

A  Plantation  Settlement  was  established  in  the  spring  of  1897, 
on  what  is  known  as  Russell  Plantation,  eight  miles  from  Tus- 
kegee. That  was  an  original  attempt  by  Mrs.  Booker  T.  Washing- 
ton, to  adapt  the  methods  of  the  "  University  Settlement  "  to  the 


3386  Citizenship  Training  in  Other  States 

needs  of  the  people  who  live  in  the  primitive  conditions  that  still 
obtain  on  the  large  plantations  in  the  ''  Black  Belt."  The  work 
was  begun  in  an  abandoned  one-room  cabin. 

The  school  has  been  supported  by  such  funds  as  Mrs.  Wash- 
ington was  able  to  obtain  from  friends.  From  the  first  the  parents 
of  the  children  who  attended  the  school  have  contributed  what 
they  could.  For  six  years  past  they  have  been  trying  to  pay  a  small 
monthly  tuition.  Fifteen  dollars  a  month  is  received  from  the 
county  toward  the  support  of  the  teacher.  The  school  is  also 
a  home,  in  which  the  household  industries,  sewing,  cooking,  etc., 
are  taught  along  with  reading,  writing  and  arithmetic.  On  the 
small  farm  connected  with  the  school,  the  pupils  raise  corn,  pota- 
toes, peas,  in  addition  to  other  garden  truck,  cabbages,  onions, 
beans,  tomatoes,  etc. 

The  Mothers'  Meetings  established  in  the  town  of  Tuskcgee  by 
Mrs.  Booker  T.  Washington  have  extended  their  influence  to  other 
portions  of  the  county  and  beyond  to  small  communities  in  other 
parts  of  the  State.  More  than  twenty  such  communities  in  this 
county  and  elsewhere  maintain  meetings  of  this  kind.  About 
2,000  women  on  the  farm  are  reached  through  the  medium  of 
these  meetings. 

Schools  Doing  Tuskegee  Work,  established  by  Tuskegee  students 
or  under  the  direct  influence  of  Tuskegee,  are  the  special  object 
of  the  Institution's  consideration  and  care.  The  most  important 
of  the  schools,  established  by  Tuskegee  graduates  are  the  Snow 
Hill  ISTormal  and  Industrial  Institute  at  Snow  Hill,  Alabama, 
founded  bv  William  J.  Edwards:  the  Mt.  Meigs  Institute  at 
Waugh,  Ala.,  founded  by  Miss  Cornelia  Bowen ;  the  Bobert 
Hungerford  Industrial  School  at  Eatonville,  Fla.,  founded  by  the 
late  R.  C.  Calhoun;  the  Utica  Normal  and  Industrial  Institute  at 
Utica,  ^liss.,  founded  by  William  H.  Holtzelaw,  and  the  Voorhees 
Xormal  and  Industrial  School  at  Denmark,  S.  C,  founded  by 
the  late  Elizabeth  E.  Wright  Menafee. 

DISCIPLINE 

The  discipline  of  the  school,  the  deportment  of  students,  the 
inspection  and  care  of  rooms,  and  the  guarding  of  the  grounds  is 
in  charge  of  the  Commandant  of  the  battalion  and  the  Dean  of 
the  Women's  Department. 

Military  Disipline  of  some  sort  has  been  enforced  since  the 
foundation  of  the  school.    The  first  day  the  students  came  together 


Alabama  8387 

they  inarched.  After  J.  H.  Washington  arrived  on  the  grounds 
he  had,  in  addition  to  his  other  duties,  charge  of  the  military 
training  and  discipline  of  the  school.  He  held  this  position  until 
the  present  Commandant,  Major  J.  B.  Ramsey,  came  from  Hamp- 
ton to  take  in  hand  the  discipline  of  the  school. 

Two  battalions,  one  of  four  companies  made  up  from  the  night 
school  students,  the  other  of  five  companies  made  up  from  the 
day  school  students  have  been  formed  among  the  boys  of  the 
school.  The  officers  are  chosen  from  the  upper  classes  and  repre- 
sent the  best  men  from  all  points  of  view  in  the  school. 

An  Officers'  Court  investigates  and  passes  judgment  upon  all 
breaches  of  discipline  and  other  offenses  not  serious  enough  to  be 
referred  to  the  principal,  or  to  the  executive  council.  At  the  be- 
ginning of  each  year  the  students  are  called  together  and  the 
rules  and  discipline  of  the  school  are  read  and  submitted  to  them 
for  discussion.  This  does  not  result  in  any  important  modifica- 
tion of  the  discipline  of  the  school  but  the  discussion  enables  the 
students  to  better  understand  the  purpose  of  it. 

Meetings  of  the  Students,  with  the  Commandant,  are  held 
every  Saturday  for  the  purpose  of  talking  over  the  interests  of 
the  students  and  the  school.  Somewhat  the  same  methods  have 
been  adopted  in  the  Woman's  Department. 

Police  Duty.  The  guarding  of  the  buildings  at  night,  the 
inspection  of  rooms  and  fire  protection  are  performed  by  the 
students  under  the  direction  of  the  Commandant.  The  students 
are  organized  for  fire  protection  into  four  regular  squads,  the 
axe,  bucket,  hose  and  ladder  squads,  with  several  others  such  as 
the  electricians,  in  reserve.  Places  are  assigned,  in  the  event  of 
an  alarm  of  fire,  to  every  student  in  the  school. 

Drills  and  Inspection  take  place  every  day  in  the  week.     The 

day  students  are  divided  into  two  squads,   one  of  which  drills 

every  other  day.    The  night  students  drill  once  a  week.    Between 

7:00  and  8:00  a.  m.  on  week  days  every  student  undergoes  an 

inspection. 

RELIGIOUS   LIFE 

The  present  chapel  was  begun  in  1895  and  completed  in  1898. 
It  is  one  of  the  largest  and  the  most  imposing  buildings  on  the 
grounds.  The  body  of  the  building  was  intended  to  seat  2,400 
people.  The  choir  back  of  the  stage  is  arranged  to  seat  about  150 
more.  In  1905,  to  accommodate  the  crowds  that  attended  the 
quarto-centennial  celebration,  its  capacity  was  increased  to  about 


3388  Citizenship  Training  in  Other  States 

3,000  by  the  location  of  galleries  in  the  transepts.  Preaching 
services  are  held  every  Sunday  morning. 

The  Young  Men's  Christian  Association  is  among  the  largest 
of  the  voluntary  religious  organizations  among  the  young  men 
students.  It  meets  Sunday  afternoons  in  Carnegie  Library  Asse-m- 
bly  room.  The  Association  has  an  enrollment  of  500,  and  an 
average  attendance  of  300.  The  Christian  Endeavor  Association, 
which  meets  at  the  same  place  in  the  evening  has  an  average 
attendance  of  300.  The  younger  students  are  organized  into  a 
club  called  The  Careful  Builders  which  meets  Saturday  evenings 
and  Sunday  afternoons. 

The  Chapel  Sunday  School  is  composed  of  the  entire  student 
body.  There  are  forty-one  classes.  They  are  taught  by  members 
of  the  faculty,  post-graduates  and  members  of  the  senior  and  A- 
middle  classes. 

The  Young  Women's  Christian  Association  is  the  only  reli- 
gious organization  composed  exclusively  of  girls  upon  the  grounds. 
This  society  meets  every  Sunday  in  Douglass  Hall.  It  does  a 
large  part  of  its  work  through  the  medium  of  committees  in  asso- 
ciation with  the  members  of  the  Women's  Club. 

Music  is  an  essential  part  in  the  training  of  Tuskegee  students. 
All  the  students  are  given  reguhir  training  in  voice  culture  at  some 
period  of  their  studies.  The  choir,  which  consists  of  l.^'^O  voices, 
is  made  up  of  students  selected  at  the  beginning  of  each  year. 

A  band  of  47  pieces  and  orchestra  of  25  pieces  are  maintained 
at  the  school.  A  special  effort  is  made  to  preserve  the  old  jSTegro 
hymns  and  plantation  melodies. 

THE  LIBRARIAN 

The  Carnegie  Library  buikling  was  completed  in  1902.  It 
was  erected  at  a  cost  of  about  $20,000.  It  contains  in  addi- 
tion to  the  library  proper,  an  assembly  room  which  is  used  as  a 
lecture  room  for  Senior  and  graduate  students ;  a  seminary  room, 
where  the  students  who  are  preparing  essays  may  work ;  and  an 
historical  room  where  relics  connected  with  tlio  historv  of  the 
school  are  kept. 

The  library  contains  at  present  about  19,000  volumes.  The 
first  library  of  the  school,  which  was  started  in  Porter  Hall  in 
1883,  was  made  up,  almost  wholly,  of  books  which  were  sent 
down  from  the  ISTorth  in  barrels,  together  with  old  clothes  for 
needy  students.     A  special  effort  is  now  being  made  to  furnish 


Alabama  3389 

this  library  with  books  and  pamphlets  on  Africa  and  the  Xegro 
in  order  to  direct  attention  of  students  to  the  materials  which  rep- 
resent the  current  history  of  the  Xegro.  A  room  has  been  set 
aside  in  which  are  kept  all  the  books  relating  to  the  Xegro  in 
Africa  and  America. 

The  average  volunteer  daily  attendance  of  students  at  the  li- 
brary is  three  hundred  and  eighty-six ;  about  seventeen  thousand 
books  are  drawn  during  the  year.  The  average  number  drawn 
each  day  is  sixty-two,  while  during  the  months  of  January,  Feb- 
ruary and  March  four  hundred  and  twelve  books  were  circulated 
daily;  fiction,  social  science,  general  literature,  history  and  travel 
give  in  their  respective  order  the  extent  of  their  popularity. 

The  reference  department  contains  a  general  reference  section, 
open  to  all  teachers  and  students  of  the  school  and  a  special  refer- 
ence department,  open  only  to  assigned  classes.  The  average 
number  of  general   reference  books  drawn  durino;  the  year  has 

o  O  *-■ 

been  one  hundred  and  eight,  and  special  reference  books,  two  hun> 
dred  and  sixty-eight. 

A  special  children's  department  is  maintained.  Over  eight 
hundred  children's  books  are  loaned  during  the  year.  Each  week 
the  fourth,  fifth  and  sixth  grades  of  the  Children's  House  spend 
one  hour  in  the  library,  at  which  time  they  draw  books  and  look  up 
references  for  their  work  in  the  Children's  House.  Every  Satur- 
day at  4  p.  m.  the  little  children  from  the  Children's  House  and 
from  the  kindergarten  come  to  the  library  for  the  "  Story  Hour." 

Once  a  month  the  industrial  classes  meet  in  the  reading  room 
of  the  library  at  which  time  all  the  general  reference  books  bear- 
ing upon  the  subject  are  placed  before  the  students  and  special 
work  is  assgned  to  be  looked  up. 

There  are  a  number  of  reading  circles  in  connection  with  the 
library.  All  the  younger  boys  and  girls  of  the  school  are  united 
into  a  club  for  the  reading  of  good  books.  The  boys  of  this  club 
have  averaoed  six  hundred  and  eightv-nine  books  for  the  vear  and 
the  girls,  four  hundred  and  twenty-eight.  The  Senior  and  A 
]\[iddle  Class  Eeading  Circle  meets  on  Sunday  evening  imme- 
diately after  chapel  in  the  reading  room  of  the  Library.  The 
aim  of  these  circles  is  to  create  in  the  student  a  taste  for  reading 
and  to  train  them  how  to  use  their  spare  time  in  acquiring  that 
general  culture  which  comes  from  proper  reading. 

A  large  and  varied  assortment  of  periodicals  are  kept  constantly 
on  file.  These  include  one  hundred  and  five  literary  periodicals,  one 


3390  Citizenship  Tkaiking  in  Other  States 

hundred  and  six  industrial  periodicals,  forty-nine  religious  peri- 
odicals, sixty-five  daily  papers  and  one  hundred  an  sixty  weekly 
papers  in  which  are  included  one  hundred  and  two  Negro  papers. 
The  most  pressing  need  of  the  library  is  more  money  with  which 
to  buy  special  reference  books,  particularly  those  needed  for  the 
industrial  work,  especially  agiucultural  books. 

TUSKEGEE  EXTENSION  WORK 

Out  on  the  big  plantations  of  the  S'outh  the  Xegro  farmer's  hut 
most  commonly  stands  alone.  Day  after  day  the  farmer  and  his 
family  look  out  over  the  vast  landscapes,  sometimes  white  with 
cotton  in  its  fruitage,  sometimes  barren,  sometimes  withering  and 
parching  under  a  hot  sun.  The  wife  and  children  chop  cotton 
in  the  solitary  fields,  hurry  home  near  noon  time  and  cook  a  scant 
meal  of  com  bread  and  fried  meat,  again  hasten  back  to  the  hoe 
and  again  back  to  the  hut  to  a  scant  meal.  The  only  sure  break 
of  the  monotonv  of  a  dav,  nay  of  a  week,  is  a  lone  buzzard  titling 
lazily  about  overhead.  The  rattle  of  a  wagon  along  the  highway, 
the  puff  of  an  automobile,  startles  the  laborers,  who  lean  dreamily 
on  their  hoes  until  the  vehicle  is  out  of  sight  and  hearing. 

At  home  when  rest  time  comes  the  monotony  is  even  more  op- 
pressive. A  bare  yard  without  grass,  tree  or  flower  greets  them 
on  the  outside.  Are  they  not  all  too  busy  to  bother  with  trees  and 
flowers  ?  Well  no,  not  altogether.  But  they  may  not  live  in  this 
cottage  next  year,  according  to  their  reasoning,  so  what  is  the  use  ? 
As  for  grass,  why  some  still  believe  it  is  poisonous,  and  of  course 
wouldn't  plant  it.  As  for  shade  when  they  sit  out  of  doors,  they 
pursue  the  shadow  of  the  house.  Besides  a  bed,  maybe  a 
bureau,  a  few  chairs,  no  pictures,  no  music,  no  books,  and  you 
have  a  pretty  fair  sketch  of  the  IN^egro  plantation  farmer.  Their 
life  outside  occupation  is  sunmied  up  by  attending  two  church 
services  a  month  and  by  going  to  store  or  headquarters  when  they 
need  advancement  in  food,  money,  or  farm  implements. 

Is  there  any  wonder  if  vice  sometimes  creeps  in,  one  might  say^ 
sails  in  on  the  wings  of  monotony  ?  Is  there  any  wonder  that 
when  Saturday  comes  a  Negro  farmer  in  his  busiest  season  will 
leave  his  cotton  all  picked  and  piled  in  the  field,  lock  up  his  house 
and  take  his  family  to  town  to  spend  the  day  ?  Is  there  any  won- 
der that  he  sometimes  gets  down  behind  the  bushes  and  gambles^ 
or  even  that  his  mind  drifts'  into  crimes  of  a  baser  sort 


Alabama  3391 

N'ow  this  condition  in  all  its  nicer  phases,  of  farming,  of  gar- 
dening, poultry-raising,  lawn-making,  flower-raising,  and  shrub- 
growing,  beautifying  and  cheering  the  inside  of  the  home,  cooking 
and  dressing  better,  building  better  schools,  extending  school 
terms,  teaching  in  a  practical  and  tangible  way,  getting  the  col- 
ored people  together  and  in  sympathy  with  one  another  —  this 
condition  is  the  foundation  of  the  extension  work  at  Tuskegee 
Institute. 

The  great  privilege  of  teaching  among  colored  people  generally, 
and  among  rural  people  in  particular,  is  that  you  must  work  both 
forward  and  backward.  Stolid  though  our  rural  people  appear, 
there  is  nevertheless  a  very  tender  bond  of  sympathy  between 
parent  and  child,  the  parent  often  directing,  even  dominating,  the 
child  long  after  the  latter  has  grown  up  and  married  and  has  a 
family  of  his  own.  Thus  to  teach  the  child  profitably  you  must 
teach  the  parent  also;  else  what  you  give  the  child  by  day  will  be 
taken  from  bim  and  tlirov;n  to  the  winds  by  night.  It  would  be 
idle  to  teach  the  child  ventilation,  bathing,  flower  and  gi'ass  culti- 
vation at  school  if  you  did  not  in  some  degree  reach  the  parents 
at  home. 

THE   WORK    OF   THE    SUMMER    SCHOOL 

One  of  the  agencies  now  at  work,  particularly  on  the  educa- 
tional side,  is  the  summer  school.  For  the  last  five  years  an  aver- 
age of  350  teachers  has  enrolled  and  pursued  courses  looking  to 
direct  imj)rovement  of  rural  school  and  community  life.  The 
summer  just  past  registered  380  teachers  from  fourteen  different 
States  and  from  Porto  Eico.  For  the  most  part  the  teachers  elect 
studies  with  an  immediate  purpose  in  view.  Thus  the  past  sum- 
mer witnessed  more  than  a  score  of  these  electing  cannino:  with 
the  fixed  plan  of  putting  canning  in  the  schools,  of  organizing  can- 
ning clubs  among  the  children.  Xot  a  few  were  going  imme- 
diately back  to  can  some  of  the  products  during  the  present  sea- 
son. Others  elect  basket-making;  broom-making,  shuck  and  pine 
needle  work,  and  still  others,  in  large  numbers,  manual  training. 
These  courses  have  already  brought  interest  into  the  school  room 
among  the  children  and  have  attracted  the  parents  to  the  school- 
house.  One  teacher  writes  that  the  school  and  her  community  was 
dead,  but  having  taken  pine  needle  and  shuck  work,  she  went  home 
and  put  the  children  to  work  with  their  hands.  There  was  no 
longer  trouble  with  getting  children  to  school  or  with  getting 
parents  to  attend  meetings  at  the  schoolhouse.     A  teacher  from 


3392  Citizenship  Training  iis'  Other  States 

xMississippi  did  not  know  how  to  form  and  handle  mothers'  clubs. 
She  got  this  information  at  the  summer  school,  went  home  and 
started  the  clubs.  Such  "enthusiasm,"  she  wrote,  she  had  never 
seen.  Another  teacher  from  Mississippi  learned  to  make  brooms 
in  the  summer  school  and  stin-ed  a  good  part  of  her  State  with 
broom-making.  S'till  another  cleaned  up  her  community  by  giv- 
ing cooking  lessons  in  the  various  homes,  there  being  no  utensils 
in  the  school.  Still  another  who  had  the  supervision  of  all  the 
schools  of  a  certain  county,  stirred  her  whole  county  with  the  put- 
ting in  of  pine  needle  work,  baskets  of  weeping-willow,  the  mak- 
ing of  wash-boards,  trash  baskets  and  the  like.  The  white  people 
of  the  county  sent  in  the  complaint  to  the  county  superintendent 
that  the  colored  children  were  being  taught  more  than  the  white. 
There  being  no  white  teacher  who  could  give  these  lessons  at  that 
time,  this  colored  teacher  offered  to  instruct  any  of  these  white 
children  who  cared  to  come  to  her  for  the  lessons.  She  also  told 
her  children  to  pass  on  as  much  as  they  could  to  the  white  children 
with  whom  they  came  in  contact. 

But  the  summer  school  is  not  one  of  hand  training  only.  It 
gives  regular  literary  courses  along  with  the  industrial  work.  The 
same  purpose  is,  however,  kept  uppermost,  to  help  the  teacher  help 
those  at  home.  Thus  in  a  lesson  in  arithmetic,  in  geometry,  in 
grammar,  in  geography,  the  instructor  in  the  summer  school  seeks 
not  only  to  impart  subject  matter  but  to  give  live  methods  of  teach- 
ing. To  measure  the  class  room  floor,  to  compute  the  cost  of  a 
cotton  crop,  to  make  sentences  on  peaches,  to  lay  out  a  mimic  con- 
tinent and  lay  upon  it  all  its  main  products  are  some  of  the  means 
whereby  an  instructor  gives  subject  matter  and  methods  of  teach- 
ing at  the  same  time. 

That  the  summer  school  is  accomplishing  its  purpose  both  at 
home  and  abroad  is  best  seen  by  the  testimony  of  three  experts  in 
school  methods,  Dr.  J.  H.  Dillard,  Mr.  J.  L.  Sibley,  and  Mr 
W.  B.  Riley.  Mr.  Riley  is  Superintendent  of  Schools  of  Macon 
County,  Alabama.  Before  the  Trustees  of  Tuskegee  Institute  in 
February,  1914,  he  said: 

"  This  school  is  doing  more  than  any  other  I  know  anything 
about  in  bringing  boys  and  girls  in  touch  with  real  life.  The 
teachers  who  are  l^eing  sent  out  from  here  are  in  touch  with  prob- 
lems of  life  and  practical  education  as  is  true  of  no  other  teachers 
that  I  know  anything  about.  I  am  very  enthusiastic  about  this 
subject  of  the  kind  of  work  this  school  is  doing." 


Alabama  3393 

Mr.  Sibley,  Supervisor  of  Negro  Kural  Schools  of  the  State  of 
Alabama,  before  the  same  body  said : 

"  Tuskegee  is  setting  in  motion  a  spirit  of  helpfulness  and  thor- 
oughgoing practical  education  which  is  being  felt  in  all  the  rural 
schools  of  Alabama." 

Dr.  Dillard  is  President  of  the  Anna  T.  Jeanes  Foundation  and 
Director  of  the  John  F.  Slater  Fund.  Through  the  various  teach- 
ers under  these  funds  he  touches  intimately  every  S^ate  in  the 
South.  Mr.  Dillard's  speech  before  the  trustees  in  February, 
1914,  was,  in  part: 

"  I  have  never  seen  anywhere  better  teaching  than  I  have  seen 
here  at  Tuskegee  Institute.  In  all  the  years  I  have  been  coming 
here,  I  have  never  found  even  one  teacher  whom  it  did  not  give  me 
pleasure  to  watch  in  action, 

"  I  have  gone  into  two  rooms  especially  where  not  even  a  book 
was  in  evidence;  the  students  and  the  teacher  were  talking  about 
cogs,  wheels,  etc.,  but  no  book  was  in  evidence,  and  the  teaching 
was  all  that  it  should  be.  I  never  saw  more  genuine  education 
going  on  anywhere  than  I  have  seen  here  at  Tuskegee. 

"  I  want  to  say  a  word  about  the  summer  school :  It  is  influenc- 
ing teaching  in  all  the  colored  schools  of  the  South  in  a  most  help- 
ful and  satisfactory  way.  I  do  not  see  how  Tuskegee  could  do 
more  than  it  is  doing  to  help  and  influence  education  throughout 
the  South." 

THE  EXTENSION  DEPARTMENT 
The  agency  which  carries  the  bulk  of  responsibility  in  rural 
work  is  known  as  the  Extension  Department.  Clinton  J.  Callo- 
way, the  head  of  this  department,  spends  much  of  his  time  keep- 
ing the  rural  people  astir  with  some  community  project  under 
way,  something  to  keep  the  people  alive,  to  give  them  oneness  of 
interest  and  to  bring  local  pride.  Historically,  this  department 
dates  back  twenty  years.  It  began  in  a  feeble  way  by  sending 
out  one  man  at  spare  times  to  create  enthusiasm  for,  to  arouse  the 
people  to,  improved  methods  of  farming,  better  homes  and  home 
surroundings.  Then  came  a  committee  of  three,  Messrs.  C.  W. 
Greene,  J.  H.  Palmer,  and  George  W.  Carver,  which  injected 
organization  into  the  system.  This  committee,  which  has  served 
sixteen  years  continuously,  encountered  no  end  of  agricultural 
prejudices.  One  of  their  first  eiforts  was  directed  towards  deep 
plowing.     At  the  time  a  two-horse  plow  could  nowhere  be  found. 

107 


3394  Citizenship  Training  in  Other  States 

Getting  the  farm  folk  aside  one  Saturday  as  they  were  making 
their  weekly  exodus  to  town,  the  committee  urged  the  value  of  deep 
plowing. 

"  We  don't  want  deep  plowing,"  said  one  farm  preacher. 
"  You're  fixin'  way  for  us  to  have  no  soil.  If  we  plow  deep  it  will 
all  wash  away  and  in  a  year  or  two  we  will  have  to  clear  new 
ground." 

jSTot  long  after  this,  one  of  the  committee,  having  discovered  a 
two-horse  plow  on  the  brick  yard,  was  putting  his  theory  into 
practice.  A  white  planter  driving  along  the  road  stopped,  went 
over  to  him  and  said :  "  S'ee  here,  it's  none  of  my  business  of 
course,  hut  you're  new  here  and  I  don't  want  to  see  you  fail.  But 
if  you  plow  your  land  deep  like  that  you'll  ruin  it  sure.  I  know. 
I've  been  here." 

However,  a  few  colored  men  were  prevailed  upon  to  use  deep 
plowing  on  a  small  scale  as  an  experiment.  The  result  began  to 
tell.  One  poor  farmer  who  could  scarcely  earn  his  bread,  saw 
the  results.  He  moved  into  another  communitv,  and  followed 
instructions.  In  a  few  years  he  bought  500  acres  of  land ;  gave 
ea'ch  of  his  four  sons  100  acres  and  kept  100  himself.  Since 
then  the  four  sons,  being  now  content  on  the  farm,  have  added  to 
th?ir  100  acres,  as  has  also  the  father. 

During  this  period  the  committee  used  to  go  around  to  the 
various  churches  to  make  their  plea  for  better  methods  of  farming. 
They  called  a  meeting  on  one  occasion  at  "  Sweet  Gum,"  a  church 
some  five  miles  from  the  school.  When  the  Institute  workers, 
as  the  committee  was  called,  arrived,  the  pastor  had  sent  the 
people  off  to  a  picnic.  The  preacher  feared  that  the  new  doctrine 
of  farming  might  tamper  with  the  contribution  box. 

To  the  appeal  for  better  fowl,  cattle,  and  hogs,  the  farmers  gave 
answer  that  they  needed  no  improved  stock.  The  "  razor  back  " 
hog  or  "  pine  rooster "  took  care  of  himself,  so  also  did  the 
mongrel  hen  and  scrub  cow.  What  difference  did  it  make,  they 
argued,  when  you  ate  an  egg,  whether  the  ^^^  cams  from  a  good 
breed  or  a  scrub  breed  of  fowl.  Here,  again,  however,  one  man  at 
least  tried  the  scheme.  He  is  now  one  of  the  best  stock  raisers  in 
the  county. 

These,  however,  were  the  rare  individuals.  The  masses  had 
still  to  be  reached. 

To  combat  prejudice  of  the  masses,  Tuskegee  sets  for  its  watch- 
word, "  Educate,  educate,  everywhere  educate." 


Alabama  3395 

To  do  this  the  Principal,  believing  as  he  dons  in  the 
persuasiveness  of  the  concrete,  evolved  the  scheme  of  sending  the 
stock  and  products  to  the  people  to  let  them  see  the  difference. 
This  movement  was  later  greatly  accelerated  by  the  Jesup  wagon. 
A  man  was  put  on  a  wagon,  which  was  drawn  by  a  good  well  fed 
mule.  A  good  breed  of  cow  was  tied  to  the  back  of  the  wagon. 
Several  practical  breeds  of  chickens,  some  good  ears  of  corn, 
bundles  of  oats,  stalks  of  cotton,  good  seed,  garden  products 
which  ought  to  be  growing  at  the  time,  and  a  good  plow  were 
loaded  on  to  the  wagon.  This  was  the  farmer's  school,  going  to 
the  farmer  who  wouldn't  or  couldn't  come  to  it.  This  was  before 
the  day  of  the  United  Stftes  Demonstration  Agent  had  dawned 
upon  the  Negro  farmer.  The  man  driving  the  wagon  halted  by 
the  field  or  before  an  audience,  delivered  his  massage,  pointed 
out  the  good  points  of  his  cargo,  and  then  asked  somebody  to  allot 
him  a  piece  of  ground  to  be  cultivated.  This  granted  he  puts  his 
mule  to  the  plow,  an  dbroke  the  ground  deep,  made  his  rows, 
planted  his  seeds  and  moved  on  to  the  next  locality.  Keeping 
a  memoranum  he  returned  for  cultivation,  for  harvest,  and  above 
all,  to  enforce  the  lessons  he  had  tried  to  teach  by  word  of  mouth. 

To  intensify  certain  phases  of  the  work  a  dairyman  would  now 
go  to  the  farmers,  then  a  trucker,  then  a  poultry  raiser.  As 
poultry  raising  centers  about  the  home  a  woman  was  usually  sent 
out  to  lecture  on  this  subject.  Mrs.  C.  J.  Calloway,  whose  Barred 
.Hocks  can  now  be  found  all  over  the  county,  was  usually  sent. 
At  different  points  ]\Ir.  J.  H.  Washington  gave  lectures  and 
demonstrations  in  canning,  and  offered  to  give  personal  instnic- 
tions  to  anv  man  free  of  char":e.  This  method  of  the  concrete  was 
and  is  only  one  of  the  many  which  the  Extension  Department  is 
using  to  stir  the  farmers'  ambition  on  the  one  hand  and  to  bring 
content  on  the  other. 

Further  than  this  during  all  these  years  lest  there  should  still 
be  those  who  were  not  reached,  the  Agricultural  Department,  the 
Extension,  Department  and  the  Department  of  Agricultural 
Research  have  been  placing  all  kinds  of  pamphlets  and  articles  in 
the  farmers'  hands.  Articles  on  what  to  plant  in  the  garden  each 
season  of  the  year,  improved  methods  of  poultry  breeding,  canning, 
and  lookinc:  after  stock  have  been  kept  before  the  farmers  throuerh 

Ox  O 

a  little   sheet  from  the  Extension   Department  kno-wn   as   The 
Messenger. 


3396  CiTizExsHip  Teainii!7g  in  Other  States 

The  Department  of  Agricultural  Researcli,  under  Prof.  Carver, 
has  to  date  published  some  twenty  odd  pamphlets  on  subjects  help- 
ful to  the  farmer.  It  was  that  department  that  worked  out  the 
first  scheme  of  school  gardening  in  Macon  County.  Later  a 
pamphlet  appeared  on  that  subject.  Then  came  pamphlets  on 
Macon  County  trees  and  shrubbery,  twenty-one  ways  to  cook  cow 
peas,  preserving  the  wild  plum  crop,  saving  the  sweet  potato, 
fighting  various  kinds  of  insects  and  pests,  cotton  growing,  improv- 
ing rural  schools,  each  to  meet  the  particular  need  of  the  farmer 
in  Macon  County  and  in  the  South  generally. 

THE  SHORT  COURSE 

There  is  in  addition  a  regular  c-}'cle  of  agitations  for  the  black 
man  on  the  soil.  On  January  first,  the  Agricultural  Department 
begins  the  regular  Farmers'  Short  Course.  Many  of  the  colored 
schools  adjourn  for  this  period  so  that  the  teachers  and  pupils  can 
attend.  For  two  weeks,  at  the  very  beginning  of  the  year,  fathers, 
mothers,  sons  and  daughters,  sit  side  by  side  in  the  various  class 
rooms,  receiving  instructions  in  gardening,  general  farming,  stock 
raising,  and  canning.  In  addition  the  women  are  given  lessons 
in  c-ooking,  poultry  raising,  housekeeping,  and  care  of  children. 

A  paragi-aph  from  the  leaflet  of  the  x\gricultural  Department 
announcing  the  short  courses  for  1914  tells  in  its  own  breathless 
style  of  the  gro^vth  and  opportunities  of  this  course. 

"A  CREATION  OF  THE  FARMER,  BY  THE  FARMER,  AND  FOR  THE 

FARMER 

"  It  meets  the  crying  needs  of  thousands  of  our  boys  and  girls, 

fathers  and  mothers. 

"IT'S   FREE  TO  ALL  — NO  EXAMINATION,  NOR  ENTRANCE  FEE   IS 

REQUIRED 

"It  started  7  vears  a^o  with  11  students;  the  second  year  we 

had  17,  the  third  year  we  had  70,  the  fourth  year  we  had  490,  and 

last  year  we  had  nearly  2,000.     It  is  the  only  thing  of  its  kind 

for  the  betterment  of  the  colored  farmers.     It  lasts  for  only  12 

days.      It    comes    at    a    time   when    you    would    be    celebrating 

Christmas.    In  previous  years,  the  farmers  have  walked  from  three 

to  six  miles  to  attend ;  many  have  come  on  horseback,  in  wagons 

and  in  buggies.     You  who  live  so  that  you  cannot  come  in  daily 

can  secTire  board  near  the  school  for  $2.50  per  week.     We  expect 

2,000  to  2,500  to  enter  this  vear." 


Alabama  3397 

And  then  to  stimulate  close  study  the  Department  announces: 
"PRIZES  WILL  BE  GIVEN  AS  FOLLOWS: 

"A  prize  of  $5.00  will  be  given  to  the  person  who  makes  the 
greatest  progress  on  all  subjects  taught. 

"A  prize  of  $2,00  will  be  given  the  person  who  is  the  best  judge 
of  livestock. 

''A  prize  of  $1.00  will  be  given  the  person  who  shows  the  best 
knowledge  of  the  use  and  application  of  manures  and  fertilizers. 

"A  prize  of  $1.00  will  be  given  to  the  person  who  can 
demonstrate  the  best  method  of  laying  out  an  orchard  and  pnining 
trees. 

"  Corn-Judging  Contest :  One  dollar  will  be  given  the  man  who 
can  secure  the  best  of  the  different  types  of  seed  corn  and  select 
the  best  seed  for  planting. 

"A  prize  of  $1.00  will  be  given  the  person  who  makes  the  best 
butter  and  gives  evidence  of  his  knowledge  of  the  same. 

"A  prize  of  $1.00  will  be  given  the  student  who  makes  the 
greatest  progress  in  cooking. 

"A  prize  of  $1.00  will  be  given  the  student  who  makes  the 
gi'eatest  progress  in  sewing. 

"A  prize  of  $1.00  will  be  given  the  person  who  selects  the  best 
trio  of  chickens." 

The  method  of  instruction  is  here  worthy  of  attention.  Xothing 
is  given  in  the  abstract.  Is  the  class  told  that  onions,  turnips, 
rutabagas,  cabbage  and  beets  should  be  in  full  flourish  in 
January  ?  There  are  the  products  in  piles  fresh  from  the  garden 
or  farm  before  them,  and  out  of  the  windows  vonder  thev  are 
planted  by  the  acre.  A  good  breed  of  cow  is  taken  up  and  studied 
by  the  class  as  is  also  a  horse,  mule  and  chicken,  the  teacher  point- 
ing out  always  the  distinction  between  the  weak  and  the  strong,  the 
profitable  and  the  non-profitable. 

THE  ANTTOAL  FAR:MERS'  CONFERENCE 
Concrete  illustration  reaches  its  acme  in  the  Farmers'  o^athering; 
which  immediately  follows  the  short  course;  that  is,  in  the  Annual 
Farmers'  Conference,  another  organization,  now  nearing  its  20th 
year  of  continuous  existence,  growth  and  service.  To  clinch  the 
lessons  of  good  farming,  gardening,  canning,  preserving  and  stock 
raising,  products  of  these  are  all  placed  before  the  farmer  audience 
which  is  usually  about  2,000  in  number.  Only  the  exhibit  this 
time  is  made  by  various  farmers  and  not  by  the  school.  Then 
the  man,  the  woman  or  child  who  has  done  the  work  comes  to  the 


3398  Citizenship  Training  in  Othee  States 

platform  and  tells  in  his  own  way  how  the  thing  was  done.  Then 
there  comes  buzzing  in  the  farmers'  head  voices  more  numerous 
than  the  voices  in  Pandora's  box,  "  You  can  do  that  too,  you  can 
do  that." 

By  no  means,  however,  is  the  time  devoted  exclusively  to  Agri- 
culture. Probably  a  stronger  wedge  still  is  driven  in  seeking  to 
give  the  farmer  wants.  Witness  these  questions  to  the  various 
farmers : 

"  What  kind  of  house  do  you  live  in  ?  " 

"  Do  you  own  that  house  ?  " 

"  What  kind  of  schoolhouse  have  you  ?  " 

"  Do  you  send  your  children  to  school  regularly  ?  ** 

"  How  many  months  does  your  school  run  ?  " 

"  Do  you  keep  your  teacher  in  the  community  ?  '* 

"  What  kind  of  church  have  you  ?  " 

"  Where  does  your  pastor  live  ?  " 

"Are  your  church,  school,  and  home  fences  whitewashed  ?  " 

According  to  each  speaker's  answer,  for  understand  these  and 
many  other  questions  are  put  directly  to  some  farmer,  so  is  his 
admonition. 

Every  farmer  now  filled  with  emulation,  with  larger  wants, 
with  wider  skill  of  his  crafts,  gallops  away  on  his  mule  thoroughly 
resolved  that  at  the  next  January  meeting  he  can  tell  of  a  bigger 
crop,  addition  of  a  few  acres,  or  first  step  in  purchasing,  extension 
of  school  term,  or  some  farm  improvement. 

In  the  meantime  he  is,  of  course,  not  let  alone  by  the  school. 
The  old  committee  still  makes  monthly  rounds  of  meetings.  The 
demonstration  agent  pops  up  at  any  time.  A  day's  session  is 
called  at  certain  intervals  at  the  school.  All  the  time  the  com- 
mittee, the  agent,  the  head  of  the  Extension  Department,  is  dnim- 
ming  away  on  the  next  big  occasion.  This  is  the  Macon  County 
Fair.  Once  more  the  farmer  is  the  conspicuous  figure.  He  does 
not  talk  now,  he  merely  exhibits.  There  is  a  keen  rivalry  between 
communities.  Hogs,  cows,  horses,  fowl,  preserves,  quilts,  farm 
products  of  all  kinds,  and  arts  and  crafts  of  the  schools  are  all 
eligible  to  carry  off  ribbons.  This  marks  the  round  of  the  cycle, 
only  the  farmer  must  not  stop,  since  the  climate  is  so  mild,  he 
must  go  right  home  and  put  in  another  crop,  so  as  to  have  sowing 
and  harvesting  going  on  all  the  year  round. 


Alabama  3399 

BUILDING  RURAL  SCHOOLS 

The  biggest  task  the  Extension  Department  has  had  under  way 
is  the  building  of  decent  and  practical  rural  schools.  In  this  lies 
the  solution  of  much  farm  emigration.  While  the  farmers  would 
improve  stock  and  products,  there  were  still  many,  who,  not 
having  education  themselves,  saw  little  use  of  any  school  at  all; 
and  the  school  gi-antcd,  why  any  length  of  session,  any  kind  of 
teacher,  and  any  kind  of  building  would  do.  And  so  ten  years 
ago,  the  department  with  the  Farmers'  Conference,  threw  down 
the  gauntlet  to  shabby  school  facilities,  which  included  a  defiance 
of  shabby  homes,  and  a  shake  of  the  fist  at  community  dissen- 
sions. It  showed  mere  book-teaching  the  door,  laying  down  a 
schedule  for  and  demanding  instruction  in  courses  that  gave  use- 
ful training,  as  well  as  mere  drilling  in  books.  To  carry  out  the 
plan  called  for  a  change  in  rural  school  architecture.  There  must 
be  a  room  in  which  to  teach  cooking,  a  dining  room  in  which  to 
teach  table  setting  and  a  room  in  which  to  teach  sewing. 

Kow,  prior  to  1905  nearly  every  Negro  school  in  Macon  County 
was  either  a  log  cabin  or  a  one-room  cottage,  with  one  or  two 
wooden  windows,  one  door,  a  rickety  wooden  floor  or  a  dirt  floor, 
as  chance  happened  to  will  it ;  a  leaky  roof,  decaying  logs  and 
blocks  of  wood,  broken-backed  chairs  and  benches  for  seats.  These 
are  the  things  that  made  up  to  the  edifice  and  surrounding  for  the 
children  of  the  ex-slaves  to  get  an  education  or  a  training  for  life. 
To  many,  this  was  good  enough,  far  better  than  they  had  had, 
certainly;  but  to  others,  it  was  wretchedness  of  the  deepest  dye. 

And  so  arguments  began  to  circulate.  The  people  throughout 
the  county  were  poor.  Some  few  of  them  were  just  getting  to 
their  feet  in  the  matter  of  land  buying,  but  the  masses  were 
"  share-croppers  "  or  tenants. 

In  a  little  while  a  cry  had  come  up  from  a  community  known 
as  Magnolia :     "  We  want  a  new  school !     Help  us  !  " 

"  Help  us  "  means  funds  to  a  certain  extent,  but  most  of  all  it 
means  somebody  with  initiative,  suggestion,  encouragement  —  and 
the  welding  of  factions.  This  last  was  especially  troublesome. 
The  rural  colored  man  is  the  stanchest  of  partisans  to  his  faith. 
A  man  of  Baptist  convictions  is  unwilling  to  build  a  schoolhouse 
an;>^vhere  save  face  to  face  with  the  Baptist  Chuz'ch ;  so  it  is  with 
a  brother  of  the  Methodist  faith  or  of  any  faith.  The  people  at 
Magnolia  had  raised  some  money,  but  how  much  they  needed 
before  they  could  break  ground  to  build,  how  to  go  about  discover- 
ing all  this,  they  were  at  a  loss  to  determine. 


3400  Citizenship  Training  in  Other  States 

MONEY  IS  RAISED 

Clinton  J.  Calloway  went  down  to  see  what  could  be  done.  About 
half  enough  money  had  been  raised  to  begin  the  work.  An  appeal 
to  the  people  for  more  brought  the  response  that  no  more  would 
be  raised ;  the  people  as  a  mass  had  lost  interest.  Faction  troubles, 
religious  and  social,  were  boiling  at  a  high  heat,  Mr  Calloway 
returned  to  Tuskegee,  reported  to  Dr.  Washington  and  awaited 
instructions.  It  chanced  that  a  donor  had  given  several  hundred 
dollars  to  be  used  in  helping  the  Macon  County  rural  schools. 
A  part  of  this  sum  wasi  placed  at  the  disposal  of  the  school's 
representative,  with  instructions  to  return  to  Magnolia. 

With  this  definite  plan  made  out,  the  teacher  returned.  Said  he 
to  an  audience  at  Magnolia. 

"A  friend  who  is  interested  in  you,  who  wants  to  see  you  build 
a  schoolhouse  and  educate  your  children,  has  sent  you  some  money, 
under  certain  conditions.  That  is,  he  will  give  you  $50  for  every 
$50  you  raise  until  a  sufficient  sum  is  collected.  Will  you  accept  ?  " 

HAILED  WITH  ENTHUSIASM 

A  message  from  paradise  could  not  have  been  hailed  with  greater 
enthusiasm.  That  some  friend  was  interested  in  them,  wanted 
to  see  them  get  ahead  and  had  sent  them  some  money  personally 
seemed  almost  too  good  to  be  true. 

They  forgot  their  factional  grievances.  Their  courage  came 
back.  Barbecues,  peanut  suppers,  concerts  of  divers  kinds  were 
started  to  raise  funds.  A  central  spot  was  bought  for  the  location 
of  the  school,  a  spot  near  the  highway  and  as  near  the  railroad  as 
possible.  It  included  not  only  ground  for  the  school,  but  two  acres 
for  a  school  farm  and  garden.  This  was  deeded  to  the  trustees,  for 
another  limitation  of  the  gift  was  that  the  land  had  to  be  bought, 
paid  for  and  properly  deeded,  the  donor  giving  the  money  toward 
the  school  building  only.  Two  or  three  times  a  week  these  people 
were  together  devising  new  ways  of  raising  funds.  They  got  to 
know  one  another  undenominationally,  or  as  men  and  women. 

In  two  months'  time  they  laid  down  $100  to  be  covered  by  $100 
from  the  donor,  and  work  was  begun.  In  six  months  from  the 
time  the  representative  went  down  from  Tuskegee  the  school  was 
finished  and  dedicated  amidst  shouts  and  tears  of  a  people  in 
mass,  who  had  just  finished  their  first  lesson  in  the  history  of 
devising  and  constructing  a  schoolhouse. 


Alabama  3401 

Building  the  school  at  Magnolia  is  typical  of  what  happened  in 
rapid  succession  in  fifty-odd  communities.  This  being  the  first  of 
the  schools  to  rebuild  it  set  the  county  aflame.  That  community 
which  did  not  have  or  was  not  striving  for  a  new  school  building, 
with  rooms  for  classes,  rooms  for  cooking  and  handicrafts  and  a 
good  school  garden  or  farm  to  eke  out  the  school  term  from  six 
to  eight  months  was  dubbed  "  backward." 

It  must  be  remembered,  however,  that  cash  among  the  farmers, 
especially  among  black  farmers  of  the  South,  never  runs  at  high 
tide.  If  the  people  own  anything  worth  while  it  is  usually  in 
the  form  of  land,  vehicles  and  stock.  Moreover,  the  funds  for 
such  work  at  the  "  Normal  School,"  as  the  farmers  call  Tuskegee, 
had  run  out.  Hence  the  people  in  the  other  communities  were 
not  so  happy  in  their  progress  as  was  Magnolia.  The  way,  there- 
fore, was  for  many  very  dark.  However,  help  was  forthcoming. 
Some  time  ago  Mr.  Julius  Rosenwald,  head  of  the  firm  of  Sears, 
Roebuck  &  Company,  of  Chicago,  provided  $2,100  to  be  used  in 
aiding  rural  colored  people  to  build  better  schoolhouses.  This 
gift,  by  the  way,  was  significant  of  friendship  and  of  a  desire  to 
stimulate  self-help,  since  Mr.  Rosenwald  already  had  before  the 
nation  an  offer  of  $25,000  to  any  ISTegi'o  community,  which  could 
raise  $75,000  for  the  purpose  of  building  a  Young  Men's  Christian 
Association. 

That  self-help  design  has  been  accomplished,  can  be  seen  from 
the  fact  that  not  all  the  funds  were  used.  Itemized  accounts  of 
expenditures  were  kept,  so  that  at  the  end  of  two  years  the  amount 
spent  in  direct  helping  and  the  like,  was  $1,.976.67.  This  so 
encouraged  Mr.  Rosenwald  that  recently  he  has  increased  the 
amount  and  extended  both  the  time  and  the  territory  the  fund  will 
cover.  His  plan  now  is  that  for  the  next  five  years  dating  from 
August  1,  1914,  he  will  put  at  the  disposal  of  the  Tuskegee  Rural 
School  Extension  Department,  $30,000.  Every  community  receiv- 
ing this  fund  must  first  own  its  site,  which  must  be  deeded  to 
the  State.  No  school  is  to  receive  more  than  $350,  which  sum 
must  be  equalled  or  exceeded  by  the  community  receiving  the 
fund.  With  this  aid  and  with  the  impetus  it  will  give  to  self- 
help  in  rural  settlements,  Mr.  Rosenwald  hopes  to  see  at  least 
100  new  rural  schools  brought  to  completion  during  the  allotted 
five  years. 

In  all  these  cases  the  extension  department  pursued  a  definite 
Ibusiuess  plan.  First  of  all  the  site  for  the  school  had  to  be  bought, 
paid  for  and  deeded  to  the  State  through  a  board  of  trustees. 


3402  Citizenship  Training  in  Other  States 

As  this  board  was  made  up  in  most  cases  of  men  and  women 
unskilled  in  affairs  of  any  kind,  these  people  got  their  first  lessons 
in  civic  education.  They  learned  how  to  meet  and  devise  plans; 
they  discovered  that  in  spite  of  one's  denominational  proclivities 
"  a  man's  a  man  for  a'  that."  It  gave  them  a  common  interest 
and  now  and  for  aye,  the  little  schoolhouse  is  to  them  a  sort  of 
social  center,  and  a  scene  of  affection,  because  it  was  here  they 
fought  oat  so  many  of  those  little  every-day  problems,  which 
go  to  round  out  a  complete  life. 

RACE  FEELING  STIFLED 

Another  very  interesting  phase  of  this  general  school  building 
was  that  it  soldered  the  white  and  colored  people  closer 
together  and  won  many  a  local  white  man  to  faith  in  Negro 
education.  Seeing  the  enthusiasm  of  the  black  folk,  many  of  the 
white  people  gave  freely  of  their  money,  others  aided  with  lumber 
and  hauling,  others  visited  the  entertainments,  paying  their  way 
and  lending  encouragement  by  their  presence. 

Some,  when  the  schools  were  dedicated,  put  their  thoughts  in 
wi'iting.  In  a  letter  directed  to  Mr.  Calloway,  the  mayor  of  Not- 
asulga  writes : 

"  It  (the  new  rural  school)  is  a  credit  to  the  town,  and  I  feel 
sure  that  it  will  be  the  means  of  benefitino;  not  onlv  vour  race  but 
ours  as  well.  I  am  truly  glad  to  see  your  people  taking  so  much 
interest  in  preparing  their  young  for  the  duties  of  citizenship." 

CAUCASIANS  ARE  PLEASED 

A  committee  of  white  people  at  Loachapoka,  Alabama,  wrote: 
"  We  take  pleasure  in  saying  in  behalf  of  the  white  citizenship  of 
Loachapoka  that  we  commend  the  assistance  you  have  given  your 
race  in  erecting  a  nice  school  building  at  this  place,"  while  another 
committee  of  the  rural  community  of  Aulmrn,  Alabama,  says : 

"  We,  the  white  people  of  this  community,  wish  to  say  to  the 
friend  that  is  helping  the  colored  people  through  Brooker  T. 
Washington  to  build  better  schoolhouses  and  foster  education,  that 
we  indorse  and  appreciate  the  aid  given  the  colored  people  of  this 
community.     And  this  is  the  sentiment  of  all  concerned." 

The  colored  people  themselves  were  not  behind  in  expressing 
their  gratitude.  In  addition  to  local  demonstrations  of  joy  many 
sent  letters  of  thanks  to  Mr.  Rosenwald  as  soon  as  they  could  find 
out  his  name  and  address.  In  their  own  way,  and  many  of  them 
are  practically  unlettered,  they  set  forth  their  feeling  of  gratitude 
to  him.     The  board  of  Trustees  of  the  Notaeulga  school  wrote: 


Alabama  3403 

ISTotasulga,  Ala.,  July  16,  1914. 
*'  Mr.  Julius  Rosenwald, 

Homan  Ave.,  Chicago,  111, 
"  Dear  Sir :  —  We  the  Local  Trustee  Board  Composing 
The  Colored  Public  School  here  at  jS^otasulga,  Wish  to  Ex- 
press our  Sincere  gratitude  to  vou  for  the  Kind  favor  Shown 
us  While  strugiing  to  Erect  our  School  house.  It  is  Indeed 
more  blessed  to  give  than  to  receive.  We  Shall  assure  you  in 
the  gift  of  the  $300,00  Three  hundred  dollars  given  this 
People  here  to  assist  in  the  Great  Strugle  will  be  appreciated 
to  the  highest  Exstent  Marked  by  signes  of  Evedence  that  as 
only  two  Eooms  has  been  Built  Plans  are  under  way's  to  ad  2 
other. 

"  !N"ow  in  this  Message  we  voice  the  Centiment  of  The 
masses  and  we  hope  further  that  you  will  not  think  the  Ser- 
vice rendered  by  you  in  connection  w^ith  the  building  is  not 
honored.  We  understand  to  appreciate  favors,  is  to  take 
great  care  of  the  goods  others  has  been  So  Instrumentaly  Con- 
cerned to  help  us  obtain. 

Yours, 
"  K.  D.  Moss,  Secretary. 
"  Jno.  Johnson,  Chairman. 
"  B.  Moore,  Jackson  hart,  W.  W.  Jeams." 

From  Ramer,  Ala.,  the  tru'stees  wrote:  "  It  (the  gift  of  $300.- 
00)  has  encouraged  our  people  to  the  extent  that  we  have  been  able 
to  come  from  a  5-months  to  a  7-months  session." 

A  letter  from  the  ladies  of  Loachapoka  declares  that  as  a  result 
of  the  new  school  through  Mr.  Rosenwald's  gift,  "  the  colored 
people  in  a  great  many  places  are  waking  up  on  the  question  of 
educatino^  their  children." 

From  Brov.Tiscille  Xo.  2,  the  letter  read,  "  About  two  years  ago 
or  better  our  district  school  was  divided,  and  we  were  left  in  the 
part  that  has  no  schoolhouse.  We  at  once  began  trying  to  raise 
monev  to  build  a  schoolhouse,  but  our  raising-  monev  was  mightv 
slow,  so  we  got  almost  to  a  point  where  we  thought  we  would  never 
be  able  to  build  the  kind  of  schoolhouse  we  wanted." 

So  runs  the  tenor  of  many  a  letter  of  thanks  from  Madison, 
from  Big  Zion  and  Little  Zion  in  ]\rontgomery  County  and  from 
a  large  number  of  schools  in  Lee  and  Macon  Counties. 


CHAPTER  n 

Arizona 

C.  0.  Case,  Staie  Superintendent  of  Public  Instruction,  Phoenix. 
Letter,  N'ovember  25,  1919.  Bulletin,  "  The  School  Laws 
of  Arizona,  1919." 

1.    State  Legislation  —  Compulsion  for  Minors 
AIST  ACT  to  provide  for  the  establishment  of  part-time  schools 
and    classes    and    to  regulate   the    employment   of   children 
between  the  ages  of  fourteen  and  sixteen  years. 

Section  1.  All  children  over  eight  years  of  age  shall  attend 
school  for  as  many  weeks  as  the  schools  in  the  district  in  which 
they  reside  shall  be  in  session  until  thev  have  reached  the  age  of 
sixteen,  except  children  of  such  physical  disability  as  to  unfit 
them  for  school  duties,  which  disability  shall  be  certified  to  by 
a  regular  physician,  and  except  that  children  who  have  reached 
the  age  of  fourteen  years  may  be  excused  from  such  school  attend- 
ance to  enter  regular  employment. 

2.  State  Legislation  —  Compulsion  for  Minors  of  Employment  Age 

The  Probation  Board,  as  provided  by  law,  or  any  school  official 
designated  by  them,  may  issue  a  certificate  permitting  a  child 
over  fourteen  years  of  age  and  less  than  sixteen  years  of  age  to 
enter  regular  employment. 

Section  3.  Whenever  in  any  school  district  there  shall  have 
been  issued  fifteen  such  employment  certificates  there  shall  be 
established  a  part-time  school  or  class  giving  instruction  for  not 
less  than  one  hundred  fifty  hours  per  year  and  for  not  less  than 
five  hours  per  week  between  the  hours  of  8  a.  m.  and  6  p.  m. 

Section  4.  Whenever  the  number  of  hours  for  which  a  child 
over  fourteen  years  and  less  than  sixteen  years  of  age  shall  be 
employed  shall  be  fixed  by  federal  or  state  law,  the  hours  of 
attendance  upon  a  part-time  school  or  class  shall  be  counted  as 
a  part  of  the  number  of  hours  so  fixed  by  federal  or  state  laws. 

Section  5.  The  State  Board  of  Education  shall  adopt  rules  and 
regulations  concerning  the  establishment  of  part-time  schools  and 
classes,  and  whenever  such  part-time  schools  and  classes  shall 
have  been  established  in  accordance  with  such  rules  and  regula- 
tions the  districts  maintaining  them  shall  be  entitled  to  reim- 

[3404] 


Arizona  3405 

bursement  from  federal  and  state  funds  available  for  the  pro- 
motion of  vocational  education,  for  the  expenditures  for  the 
salaries  of  teachers  of  such  part-time  schools  or  classes  to  not  less 
than  seventy-five  per  cent.  (75%)  of  the  money  so  expended. 

Section  6.  Whenever  any  school  district  shall  deem  it  inexpe- 
dient to  establish  part-time  schools  or  classes  it  shall  present  to 
the  State  Superintendent  of  Public  Instruction  the  reasons  for 
such  inexpediency,  and  the  State  Superintendent  may  excuse  the 
district  from  the  establishment  of  such  part-time  schools  or  classes 
if  he  deems  such  reasons  sufficient. 

Section  7.  Any  parent,  guardian,  or  other  person  responsible 
for  the  custody  of  a  child  over  fourteen  years  of  age  and  less  than 
sixteen  years  of  age  shall  be  held  responsible  for  the  attendance 
of  such  child,  when  regularly  employed,  upon  a  part-time  school 
or  class  whenever  there  shall  have  been  established  such  part-time 
school  or  class  in  the  district  where  the  said  child  resides  or  may 
be  employed,  and  any  such  parent,  guardian,  or  person  respon- 
sible for  the  custody  of  such  child  shall  be  subject  to  the  same 
penalties  as  have  been  established  by  law  to  compel  the  attendance 
of  children  over  eight  and  under  fourteen  years  of  age  upon  any 
school  instruction. 

Section  8.  Any  person,  firm  or  corporation  employing  a  child 
between  the  ages  of  fourteen  and  sixteen  years  shall  permit  the 
attendance  of  such  child  upon  a  part-time  school  or  class  whenever 
any  such  part-time  school  or  class  shall  have  been  established  in 
the  district  where  the  child  resides  or  may  be  employed,  and  any 
employer,  firm  or  corporation  employing  any  child  over  fourteen 
and  less  than  sixteen  years  of  age  contrary  to  the  provisions  of 
this  act  shall  be  subject  to  a  fine  of  not  less  than  five  dollars  ($5) 
nor  more  than  fifty  dollars  ($50)  for  each  separate  offense. 

Section  9.  The  school  officials  charged  with  the  responsibility 
of  enforcing  the  compulsory  attendance  laws  of  this  state  shall 
also  be  responsible  for  the  enforcement  of  the  attendance  upon 
part-time  schools  and  classes  in  accordance  with  the  terms  of 
this  act. 
School  Laws  of  Arizona.     Chapter  XIV.     Pupils. 

Par.  2802.  No  child  under  the  age  of  sixteen  years  shall  be 
employed  by  any  person,  persons,  company  or  corporation  during 
the  school  hours  of  any  school  day  of  the  school  term  of  the 
public  school  in  the  school  district  where  such  child  resides,  unless 
such  child  presents  a  written  permit  from  the  board  of  trustees 


3406  Citizenship  Tkaining  in  Othee  States 

for  reasons  herein  specified.  Every  sucli  employer  shall  require 
proof  that  sucli  child  has  heen  excused  from  such  attendance,  and 
shall  keep  a  record  of  such  proof,  which  shall  be  open  to  the 
inspection  of  an  attendance  officer,  peace  officer  or  school  trustee, 
teacher,  principal  or  superintendent  of  the  district.  Any 
employer  employing  a  child  contrary  to  the  provisions  of  this 
section  shall  be  deemed  guilty  of  a  misdemeanor,  and  liable  to 
a  fine  of  not  less  than  twentv-five  dollars,  nor  more  than  one 
hundred  dollars,  to  be  placed  to  the  credit  of  the  school  fund  of 
the  district.  Every  parent,  guardian,  or  other  person  in  the 
State  of  Arizona,  having  control  of  any  child  between  the  ages 
of  eight  and  sixteen  years  shall  be  required  to  send  such  child 
to  a  public  school  or  private  school  taught  by  a  competent 
instructor  for  the  full  time  that  the  public  school  is  in  session 
in  the  school  district,  such  attendance  to  be  continuous  for  five 
days  in  the  week  during  the  hours  prescribed  by  law;  provided, 
that  such  person,  guardian  or  other  person  having  control  of 
such  child  shall  be  excused  from  such  duty  by  the  board  of  trus- 
tees of  the  district  whenever  it  shall  be  shown  to  its  satisfaction 
that  one  of  the  following  reasons  exist: 

1.  That  such  child  is  taught  at  home  by  a  competent  teacher 
in  the  branches  taught  in  the  common  schools  of  the  state. 

2.  That  he  is  attending  a  regularly  organized  private  or  paro- 
chial school  taught  by  competent  teachers,  the  regular  school 
hours  for  five  days  in  the  week  for  the  full  time  that  the  public 
school  is  in  session  in  the  district. 

3.  That  such  child  is  in  such  physical  or  mental  condition 
(as  declared  by  a  competent  physician  approved  by  the  board) 
as  to  render  such  attendance  inexpedient  or  impracticable. 

4.  That  such  child  has  already  completed  the  grammar  school 
course  prescribed  by  the  State  Board  of  Education. 

5.  Such  child  mav  be  excused  from  attendance  for  reasons 
satisfactory  to  a  board  consisting  of  the  president  of  the  school 
board,  superintendent,  principal  or  teacher,  and  a  probation  officer 
appointed  by  the  superior  judge,  after  such  board  has  met  and 
heard  the  reasons  for  non-attendance. 

3.  State  Legislation  —  The  Flag 

School  Laws  of  Arizona.     Chapter  XXII.     United  St<ites  Flag 

Par.  2843.    It  shall  be  the  duty  of  the  school  authorities  of 

every  public  school  in  the  several  scIkjoI  districts  of  the  State 


Aeizona  3407 

of  Arizona  to  purchase  a  United  States  flag,  flagstaff,  and  the 
necessary  appliances  therefor,  and  to  display  such  flag  upon  or 
near  the  public  school  building  during  school  hours,  and  at  such 
other  times  as  such  school  authorities  may  direct. 

Par.  2844.  It  shall  be  the  duty  of  the  State  Superintendent 
of  Public  Instruction  to  prepare  for  the  use  of  the  public  schools 
of  the  state  a  program  providing  for  a  salute  to  the  flag  and 
such  other  patriotic  exercises  as  shall  be  deemed  by  him  to  be 
expedient,  under  such  regulations  and  instructions  as  may  best 
meet  the  requirements  of  the  different  grades  in  such  schools. 

It  shall  also  be  his  duty  to  make  special  provisions  for  the 
observance  in  such  public  schools  of  Lincoln's  Birthday,  Wash- 
ington's Birthday,  Memorial  Day,  and  Flag  Day,  and  such  other 
legal  holidays  of  like  character  as  may  be  hereafter  designated 
by  law. 

School  Laws  of  Arizona.  Appendix.  General  Rules  and  Regu- 
lations for  the  Government  of  the  Public  Schools  of  the 
State  of  Arizona,  Adopted  by  the  State  Board  of  Education 

PROPER  CEREMONIALS   FOR  EXPRESSING  RESPECT   TO   THE   FLAG 

1.  The  flag  should  not  be  hoisted  before  sunrise  nor  allowed 
to  remain  up  after  sunset. 

2.  At  "  Retreat,"  sunset,  civilian  spectators  should  stand  at 
attention  and  uncover  during  the  playing  of  "  The  Star  Spangled 
Banner."  Military  spectators  are  required  by  regulation  to 
stand  at  attention  and  give  the  military  salute.  During  the 
playing  of  the  ISTational  Hymn  at  "  Retreat "  the  flag  should  be 
lowered  but  not  then  allowed  to  touch  the  ground. 

3.  \Yhen  the  national  colors  are  passed  on  parade  or  in  review, 
the  spectator  should,  if  walking,  halt,  and  if  sitting,  arise  and 
stand  at  attention  and  uncover. 

4.  When  the  Xational  and  State,  or  other  flags  fly  together  the 
N'ational  flag  should  be  placed  to  the  right. 

5.  When  the  flag  is  flown  at  half  staff  as  a  sign  of  mourning, 
it  should  be  hoisted  to  the  full  staff  at  the  conclusion  of  the 
funeral.  In  placing  the  flag  at  half  staff,  it  should  first  be 
hoisted  to  the  top  of  the  staff  and  then  lowered  to  position,  and 
preliminary  to  lowering  from  half  staff,  it  should  be  first  raised 
to  the  top. 


3408  Citizenship  Trainiistg  in  Other  States 

6.   The  Xational  Salute  is  one  gun  for  every  State.     The  Inter- 
national Salute,  under  the  law  of  nations,  is  twenty-one  guns. 

4.  State  Legislation  —  Patriotic  Exercises 

School  Laws  of  Arizona.  Chapter  XXII.  United  States  Flag 
Par.  2845.  The  State  Superintendent  of  Public  Instruction  is 
hereby  authorized  to  provide  for  the  necessary  expenses  incurred 
in  developing  and  encouraging  such  patriotic  exercises  in  the 
public  schools  by  an  apportionment,  subject  to  the  supervision  of 
the  State  Board  of  Education,  from  the  state  school  fund,  of 
the  amount  of  money  to  which  each  county  may  be  entitled  to 
carry  into  effect  the  provisions  of  this  chapter,  and  furnish  each 
county  treasurer  and  county  superintendent  with  an  abstract  of 
such  apportionment.  He  shall  also  certify  to  the  State  Auditor, 
and  upon  such  certificate  the  Auditor  shall  forthwith  draw  his 
warrant  on  the  State  Treasurer  in  favor  of  the  county  treasurer 
of  each  county  for  the  amount  due  said  county. 

5.  C.  0.  Case,  State  Superintendent  of  Public  Instruction,  Phoenix. 

letter,  November  25,   1919: 

"Relative  to  Americanization  work  in  our  state,  I  would 
say  that  there  are  committees,  both  state  and  county,  being 
formed  to  do  what  they  can  for  this  work,  and  while  there 
is  no  state  appropriation  for  it,  the  money  is  being  con- 
tributed by  individuals  and  from  various  other  sources  to 
carry  on  the  work. 

"A  bill  was  introduced  during  the  last  session  of  the 
Legislature  providing  for  an  appropriation  for  Americaniza- 
tion work,  but  failed  to  pass.  The  one  thing  that  defeated 
is  was  the  compulsory  part  of  it." 

Mr.  C.  O.  Case's  letter,  November  26,  1919: 

"  The  Special  Ssession  of  the  Third  Legislature  appro- 
priated $25,000  for  Americanization  work  in  this  state,  to 
be  expended  by  the  State  Superintendent  of  Public  Instruc- 
tion. The  Fourth  Session  of  the  Legislature,  however, 
failed  to  continue  this  appropriation  or  provide  any  further 
appropriation  for  this  important  work.  The  State  Federa- 
tion of  Women's  Clubs  are  endeavoring  through  various  com- 
mittees, in  both  state  and  counties,  and  voluntary  contribu- 
tions by  individuals,  and  other  donations,  to  carry  on  the 


Arizona  3409 

work.  This  important  subject  of  Americanization  is  at  the 
present  time  engaging  serious  thought  of  the  leading  educa- 
tors of  the  state  and  will  no  doubt  be  given  a  prominent  place 
on  the  program  of  the  school  administrators'  meeting  to  be 
held  soon. 

"  Many  of  our  local  boards  of  trustees  in  the  larger  cities 
and  towns  are  conducting  night  schools  for  adults." 

6.  John  D.  Loper,  Superintendent  of  Public  Schools,  Phoenix,  and 
Chairman  of  State  Committee  on  Americanization.  Letter,  De- 
cember 17,  1919: 

"About  all  of  the  Americanization  work  that  is  actually 
being  done  in  Phoenix  and  other  towns  of  Arizona  is  such 
as  we  are  able  to  do  by  the  regular  school  force.  Our  Legis- 
lature some  two  years  ago,  at  a  special  session,  appropriated 
$25,000  for  that  year  for  Americanization  work.  As  a 
result  of  this  appropriation,  night  schools  for  foreigners  were 
organized  in  many  parts  of  the  state  and  a  good  start  was 
made.  The  next  Legislature  failed  to  make  any  appropria- 
tion for  this  work,  as  well  as  failed  to  pass  an  Americaniza- 
tion bill.  The  bill  that  was  placed  before  them  was  so 
drastic  in  its  measures  that  the  whole  thing  was  killed  as  a 
result.  It  provided  that  all  foreigners  under  forty-five  years 
of  age  must  attend  school  for  a  certain  period  of  time." 

John  D.  Loper's  letter,  December  17,   1919: 

"I  think  that  the  greatest  work  along  this  line  must  be 
done  with  the  young  people  of  the  present  generation  and  as 
a  rule  these  boys  and  girls  quit  school  in  the  fourth  or  fifth 
grade  at  about  fifteen  years  of  age.  I  would  compel  these 
boys  and  girls  to  keep  on  attending  school  for  a  certain  num- 
ber of  hours  per  week  until  they  have  at  least  attained  an 
eighth  grade  education. 

"  Our  foreign  problem  in  Arizona  is  very  largely  Mexican, 
and  in  some  respects  they  are  harder  to  handle  than  any 
other  class  of  foreigners ;  they  are  entirely  without  ambition 
to  learn  English  or  to  speak  it,  and  only  by  compelling  the 
young  Mexican  boys  and  girls  to  acquire  a  definite  amount 
of  education  will  we  ever  be  able  to  make  good  Americans 
out  of  them." 


CHAPTER  m 

Arkansas 


J.  L.  Bond,  State  Superintendent  of  Public  Instruction,  Little 
Eock.  Letter,  November  25,  1919.  Bulletin,  ''Digest  of 
Laws  Relating  to  Free  Schools  in  the  State  of  Arkansas,'* 
issued  by  the  Department  of  Public  Instruction,  1914. 

1.     State  Legislation  —  Compulsion  for  Minors  and  Compulsion  for 

Minors  of  Employment  Age 

School  Laius 

Section  7485-a.  Every  parent,  guardian  or  other  person  in  the 
State  of  Arkansas,  having  charge  or  control  of  any  child  between 
the  ages  of  eight  and  sixteen  years,  shall  cause  such  child  to 
attend  regularly  some  day  school,  public,  private,  parochial  or 
parish,  not  less  than  one-half  of  the  entire  time  the  public  school 
said  child  attends  is  in  session,  during  any  one  year,  or  shall 
provide  such  child  at  home  with  such  regular  daily  instruction 
during  the  usual  hours  as  shall  be,  in  the  judgment  of  court  or 
school  board  having  competent  jurisdiction,  substantially  equiva- 
lent to  at  least  the  instructions  given  the  children  of  like  age  and 
advancement  at  the  day  public  school  in  the  locality  in  which  said 
child  resides.      Provided, 

2.  Compulsion  for  Minors  Between  16  and  21 

that  every  parent,  guardian  or  other  person  in  the  State  of 
Arkansas,  having  charge  and  control  of  any  child  between  the 
ages  of  sixteen  and  twenty-one  years,  who  is  not  actively,  regularly 
and  lawfully  engaged  in  some  useful  employment  or  service,  shall 
cause  said  child  to  attend  school  as  hereinbefore  provided  for 
children  from  eight  to  sixteen  years. 

3.   State  legislation  —  English  Language 

Brief  Summary,  Educational  Measures  Passed  hy  1919  Legis- 
lature 
The  English  language  made  the  hoffic  language  of  teaching  or 
instruction  for  the  common  school  branches:  This  act  requires 
that  the  basic  language  for  teaching  and  instruction  in  the  com- 
mon school  branches,  for  both  public  and  private  schools,  shall 
be  the  English  language  only. 

L3410] 


Arkansas  3411 

J,  L.  Bond,  State  Superintendent  of  Public  Instraction.     Letter 
November  25,  1919: 

"  With  regard  to  the  matter  of  Americanization  work 
among  foreigners,  I  will  say  that  the  Arkansas  Illiteracy 
Commission  is  doing  some  work  along  this  line.  This  Com- 
mission is  being  assisted  where  possible  by  workers  from  the 
Naturalization  Bureau.  One  worker  from  the  N^aturaliza- 
tion  Bureau  has  done  rather  extensive  work  among  the  for- 
eigners in  our  mining  districts." 


CHAPTER  IV 
California 


Job  Wood,  Je.,  Deputy  Superintendent  of  Public  Instructiony 
Sacramento.  Letter,  October  30,  1919.  Bulletin,  "School 
Law  of  California,"  issued  by  th-e  Superintendent  of  Public 
Instruction,  1919. 

1.   State  Legislation  —  Compulsion  for  Minors  and  Compulsion  for 

Minors  of  Employment  Age 

Compuhory  Education  Law 

Section  1.  Each  parent,  guardian  or  other  person  having  con- 
trol or  charge  of  any  child  between  the  ages  of  eight  and  sixteen 
years,  not  exempted  under  the  provisions  of  this  act  shall  be 
required  to  send  such  child  to  a  public  full-time  day  school  for 
the  full  time  for  which  the  public  schools  of  the  citv,  citv  and 
county  or  school  district  in  which  the  child  resides  shall  be  in 
session;  provided,  that  the  following  classes  of  children  shall  be 
exempted  from  the  requirements  of  attendance  upon  a  public 
day  school: 

1.  Physical  or  mental  unfitness  exempts.  Children  whose 
physical  or  mental  condition  is  such  as  to  prevent  or  render  inad- 
visable attendance  at  school  or  application  to  study;  provided, 
that  a  certificate  to  this  effect  by  a  regularly  licensed  physician, 
shall  be  filed  with  the  clerk  of  the  board  of  trustees  or  board  of 
education  of  the  school  district. 

2.  Children  residing  more  than  two  miles  from  the  school 
house  by  the  nearest  traveled  road;  provided,  that  such  children 
shall  be  exempted  only  upon  the  written  approval  of  the  super- 
intendent of  schools  of  the  county,  notice  whereof  shall  be  filed 
with  the  clerk  of  the  board  of  trustees  or  board  of  education  of 
the  school  district. 

3.  Children  who  are  being  instructed  in  a  private  full-time 
day  school  by  persons  capable  of  teaching;  provided,  that  such 
school  shall  be  taught  in  the  English  language  and  shall  offer 
instruction  in  the  several  branches  of  study  required  to  be  taught 
in  the  public  schools  of  this  state;  and  provided,  further,  that 
the  attendance  of  such  pupils  shall  be  kept  by  private  school 
authorities  in  a  register,  such  record  of  attendance  to  indicate 
clearly  every  absence  of  the  pupil  from  school  for  a  half  day  or 
more,  during  each  day  that  school  is  maintained  during  the  year. 

[34121 


Californ-ia  3413 

4.  Children  who  are  being  instructed,  in  study  and  recitation, 
for  at  least  three  hours  a  day  for  one  hundred  and  sixty  days 
each  calendar  year  by  a  private  tutor  or  other  person,  in  the 
several  branches  of  study  required  to  be  taught  in  the  public 
schools  of  this  state,  and  in  the  English  language;  provided,  that 
such  tutor  or  other  person  shall  be  capable  of  teaching,  and  pro- 
vided, further,  that  such  instruction  shall  be  offered  between  the 
hours  of  8  o'clock  a.  ^r,  and  4  o'clock  p.  ii. 

5.  Children  who  hold  a  permit  to  work  or  an  age  and  schooling 
certificate  granted  by  the  proper  judicial  or  educational  officers 
in  accordance  with  law. 

2.    State  Legislation  —  Patriotic  Measures 
School  Law  of  California 

Par.  1702.  It  shall  be  the  duty  of  all  teachers  to  endeavor  to 
impress  upon  the  minds  of  the  pupils  the  principles  of  morality, 
tiTith,  justice,  and  patriotism;  to  teach  them  to  avoid  idleness, 
profanity,  and  falsehood ;  and  to  instruct  them  in  the  principles 
of  a  free  government,  and  to  train  them  up  to  a  true  comprehen- 
sion of  the  rights,  duties  and  dignity  of  American  citizenship. 

3.    State  Legislation  —  Flags 
School  Law 

Par.  1614.  Boards  of  school  trustees  in  all  school  districts 
throughout  the  state  and  boards  of  education  in  all  cities 
and  counties  throughout  the  state  shall  provide  for  each 
school  house  under  their  control,  a  suitable  flag  of  the  United 
States,  which  shall  be  hoisted  above  each  school  house  during  all 
school  sessions,  weather  permitting.  It  shall  be  the  duty  of 
boards  of  school  trustees  and  boards  of  education  to  enforce  this 
provision.  It  shall  also  be  the  duty  of  such  boards  of  school 
trustees  and  boards  of  education  to  provide  smaller  and  suitable 
United  States  flags  to  be  displayed  in  each  school  room  at  all 
times  during  the  school  sessions.  It  shall  be  the  duty  of  such 
boards  of  trustees  and  boards  of  education  to  enforce  this 
provision. 

School   Law.      Duties   of   Boards    of   Trustees   and   Boards   af 
Education.     Section  VI. 

(d)    The  flag  must  have  proper  care. 

When  a  flag  is  purchased  by  the  school  board  as  required  by 
section  one  thousand  six  hundred  and  fourteen  of  the  Political 


3414  CiTizEis'siiip  TEAiNir^G  IN  Othee  States 

Code,  such  board  shall  provide  a  suitable  flagstaff  for  the  hoisting 
of  the  flag  and  a  locker  in  which  it  can  be  kept  when  not  floating 
(the  flag  should  be  raised  before  the  opening  of  school  and  taken. 
down  at  its  close  every  day).  Principals  and  teachers  shall  teach 
pupils  to  honor  and  to  care  for  the  flag  to  the  end  that  it  may  be 
treated  with  respect  and  handled  with  reverence  at  all  times  in 
accordance  with  instructions  given  in  "  The  Flag,"  a  bulletin  by 
the  State  Board  of  Education. 

4.   State  Legislation  —  English  Language 
School  Laio 

Par.  1664.  All  schools  must  be  taught  in  the  English  language. 

5.  State  Legislation  —  Teacher  Requirements 

Ant i- Alien  Law 

Section  1.  Iso  person  except  a  native-born  or  naturalized  citizen 
of  the  United  States,  shall  be  employed  in  any  department  of 
the  state,  county,  city  and  county  or  city  government  in  this  state; 
provided,  however,  that  nothing  herein  contained  shall  prohibit 
the  employment  as  a  member  of  the  faculty  or  teaching  force  in 
public  schools  of  this  state,  nor  in  schools  supported  in  whole 
or  in  part  by  the  state,  of  any  person  who  has  declared  his  inten- 
tion to  become  a  citizen  of  the  United  States,  nor  of  any  native- 
born  woman  of  the  United  States  who  has  married  a  foreigner; 
and  provided,  further,  that  the  prohibitions  of  this  act  shall  not 
apply  to  any  member  of  the  faculty  or  teaching  force  of  any 
college  or  university  supported  in  whole  or  in  part  by  the  state, 
nor  to  any  specialist  or  expert  temporarily  employed  by  any 
department  of  the  state,  or  any  county,  city  and  county  or  city 
and  engaged  in  special  investigation. 

6.    State  Legislation  —  Teachers 

The  Home  Teacher  Act.     Chapter  XXXVII,  Statutes  of  Call- 
foi-nia,  1915. 

Section  1.  A  new  section  is  hereby  added  to  the  Political  Code, 
to  be  numbered  section  sixteen  hundred  seventeen-b,  and  to  read 
as  follows: 

§  16l7-b.  Boards  of  school  trustees  or  city  boards  of  education 
of   any   school   district,   may   employ   teachers,   to   be  known  as 


CALIFOK^^IA  3415 

"home  teaeherij,"  not  exceeding  one  such  home  teacher  for  every 
five  hundred  units  of  average  daily  attendance  in  the  common 
schools  of  said  district  as  shown  hy  the  report  of  the  county 
superintendent  of  schools  for  the  next  preceding  school  year.  It 
shall  be  the  duty  of  the  home  teachers  to  work  in  the  homes  of 
the  pupils,  instructing  children  and  adults  in  matters  relating 
to  school  attendance  and  preparation  therefor;  also  in  sanitation, 
in  the  English  language,  in  household  duties,  such  as  purchase, 
preparation  and  use  of  food  and  of  clothing  and  in  the  funda- 
mental principles  of  the  American  system  of  government  and  the 
rights  and  duties  of  citizenship.  The  qualifications  of  such 
teachers  shall  be  a  regular  kindergarten  primary,  elementary  or 
secondary  certificate  to  teach  in  the  schools  of  California  and 
special  fitness  to  perform  the  duties  of  a  home  teacher ;  provided, 
that  the  salaries  of  such  teachers  shall  be  paid  from  the  city  or 
district  special  school  funds. 

7.   Illiteracy  in  California 

Immigrant  Education  Leaflet  No.  3 

Published   by   Commission   of  Immigration  and   Housing   of 

'California 

(California  stands  l7th  in  literacy  column.) 
Kumber  of  illiterates  in  California 74,902 


The  magnitude  of  this  problem  is  shown  by  comparison 
with  the  following  facts: 

Number  of  pupils  in  all  high  schools  in  California.  .  76,429 

Number  of  teachers  in  high  schools 3,383 

The  greatest  number  of  elementary  pupils  enrolled  in 

any  county  in  California  (Los  Angeles  county)  .  .  75,903 


Iowa  has  the  smallest  number  of  illiterates  in  proportion  to 
her  population  of  any  state  in  the  Union  (17  per  1,000),  and 
New  Mexico  has  the  greatest  (164  per  1,000)  of  her  total  white 
population. 

California  has  37  illiterates  per  1,000  of  her  total  population. 


3416  Citizenship  Training  in  Other  States 

8.   Immigrants  in  Los  Angeles 
Immigrant  Education  Leaflet  No.  1 

Published  by   Commission   of  Immigration  and  Housing   op 
California,  525  Market  street,  San  Francisco 

In  this  leaflet  is  submitted  the  result  of  an  investigation  made 
in  Los  Angeles.  As  Los  Angeles  pays  more  attention  to  the 
education  of  the  immigrant  than  other  California  cities,  the 
general  conclusions  of  this  survey  apply  generally  to  all  the  com- 
munities of  the  state. 

The  graphic  chart  shows  that  ignorance  of  our  language  and 
our  laws  makes  in  logical  sequence  for  unemployment,  poverty, 
sickness  and  crime. 

It  shows  that  great  sums  of  money  are  spent  in  dealing  with 
the  results  of  ignorance  and  that  small  provision  is  made  for 
removing  that  ignorance  by  teaching  our  language  and  our  laws; 
that  ignorance  of  our  language  is  at  the  bottom  of  much  abuse, 
exploitation,  unemployment  and  hardship. 

The  best  protection  is  self-protection.  The  sooner  we  put  the 
immigrant  in  the  way  of  caring  for  himself,  the  more  we  are 
likely  to  conserve  our  own  energy,  and  the  more  effective  will 
be  our  work.  The  prime  requisite  in  self -protect  ion  is  a  knowledge 
of  our  common  language. 

To  teach  English  adequately,  a  great  machine  must  be  set  in 
motion  —  the  great  democratic  machine  of  education.  Evening 
schools  must  be  opened,  proper  books  must  be  provided,  skillful 
teachers  secured  and  education  extended  to  such  of  our  foreign- 
born  population  as  do  not  speak  and  read  our  language.  This  13 
the  first  step  in  an  Americanization  program. 

What  Our  !N"eglect  of  the  Immigrant  Costs 

The  Result  of  a  Study  in  Los  Angeles 

Poverty,  16.4  per  cent.  Sickness,  25.2  per  cent. 

$215,014.95.  $330,618.16. 

Unemployment,  7.5  per  cent.  Education,  2.9  per  cent. 

$98,484.60.  $38,983.14. 

Crime,  47.8  per  cent. 

$627,457.42. 

Note. —  The  striking  feature  of  this  chart  is  the  fact  that 
while  $1,271,575.13  is  spent  in  the  remedial  fields  of  crime,  sick- 


California  3117 

ness,  poverty  and  unemployment,  only  $38,983.14  is  spent  In  the 
constructive  field  of  education. 

Judge  Willis   of  the    Criminal   Department   of  Los   Angeles 
Superior  Court  says: 

"  From  more  than  twenty  years'  experience  and  observa- 
tion, while  connected  with  the  criminal  courts  of  this  state, 
I  am  convinced  that  although  a  large  percentage  of  crimes 
are  committed  by  foreign-born  citizens,  yet,  in  my  opinion, 
a  great  percentage  of  such  offenses,  especially  those  of  a 
petty  character,  are  committed  through  ignorance  of  our 
laws  and  customs  and  could  be  avoided  by  proper  education 
and  environment." 

Judge  White  of  the  Los  Angeles  Police  Court  says: 

"  There  is  no  doubt  that  a  very  large  percentage  of  those 
of  our  foreign  population  who  appear  as  defendants  in  our 
police  courts  are  arrested  because  of  ignorance  of  the  law. 
I  do  not  refer  to  crimes  which  involve  moral  turpitude,  such 
as  petty  larceny,  but  to  acts  or  omissions,  wrong  only  because 
declared  so  by  statute  or  ordinance." 

Estimate  of  Foreign-Bokn  in  Los  Angeles  in  1915 

English 11,000 

Irish 5,000 

Scotch 5,000 

German 11,000 

French 3^000 

Swedes 4,500 

Norwegians 2,000 

Canadians 10,000 

Danes,  Swiss,  Dutch   3,500 

Total 55,000 


3418  Citizenship  Teaixing  ix  Other  States 

I.ATER   immigration 

(Mostly  within  the  last  10  or  12  years.) 
European 
Slavic 

Bohemians 500 

Slovaks 500 

Poles 2,000 

Russians 7,500 

Kuthenians 100 

Slovenians 100 

Servians 2,000 

Croatians 7,500 

Montenegrins 300 

Bulgarians 100 

Total 20,600 

Non-Slavic 

Italians 6,500 

Greeks 1,500 

Magyars 2,000 

Roumanians 200 

Finns 250 

Letts  or  Lithuanians 200 

Hebrews 10,000 

Syrians 500 

Armenians 2,500 

Spanish 1,500 

Arabs,  Gypsies,  Hindoos,  etc 3,500 

Total 28,650 

Non-European 

Chinese 2,000 

Japanese 7,500 

Mexicans 35,000 


'r 


Total 44,500 

Total   foreign-born,    1915 148,750 


Califoexia  3419 

This  estimate  was  made  by  ]\Ir.  Ray  F.   Carter,  who  makes 
the  following  statement  regarding  it: 

"Absolute  accuracy  is  not  claimed  for  the  figures  showing 
the  number  of  immigrants  in  Los  Amreles.  The  statistics, 
however,  are  the  results  of  a  careful  studv  of  the  field. 

"  The  figures  are  higher  as  a  rule  than  those  of  the  Fed- 
eral Census  for  1910.  I  have  come  to  the  conclusion  that 
this  is  not  so  nmoh  an  indication  of  rapid  increase  in  the 
last  five  years  as  it  is  of  a  tendency  among  some  foreign- 
born  people  to  answer  the  enumerator's  '  What  nationality  ? ' 
with,  'American.'  This  is  a  hopeful  tendency,  but  it  also 
leads  to  a  misapprehension  as  to  the  magnitude  of  our  immi- 
grant problem. 

"  I  am  somewhat  reluctant  to  give  the  figures  this  wider 
publicity  because  they  are  approximate,  but  even  so  they 
may  be  accepted,  I  think,  as  a  fair  indication  of  the  number 
of   our   foreign-born  neighbors." 

Statemext  Regarding  Statistics 
This  estimate  of  the  cost  of  the  foreign  population  to  Los 
Angeles  has  been  made  with  as  much  care  and  accuracy  as  is  pos- 
sible, where  the  investigator  had  not  had  the  opportunity  of  gather- 
ing exact  statistics  over  a  long  period  of  time.  In  every  insti- 
tution and  organization  included  in  the  survey,  all  the  available 
data  as  to  cost  and  nationalities  were  used.  They  were  checked 
by  those  in  authority.  A  significant  number  of  cases  was  investi- 
gated in  order  to  find  out  what  percentage  of  all  the  work  done 
was  for  immigrants.  This  percentage  of  the  total  annual  cost 
was  taken  to  find  the  annual  cost  of  the  immigrant.  For  crime, 
the  Commission's  agents  investigated  the  two  criminal  depart- 
ments of  the  Superior  Court,  the  failure-to-provide  cases  in  the 
Divorce  Court,  the  Juvenile  Court  with  the  Probation  Depart- 
ment and  Juvenile  Hall,  the  Criminal  Department  of  the  Justice 
Courts;  the  jails,  county  and  city,  and  the  City  Police  Courts 
and  Police  Department. 

To  find  the  cost  of  sickness,  the  following  institutions  were 
investigated:  The  County  and  City  Llealth  Departments,  the 
County  Hospital,  the  city  hospitals,  all  private  hospitals  which 
give  free  medical  service,  all  tuberculosis  relief  agencies  and  all 
clinics  and  dispensaries. 


3420  Citizenship  Training  in  Other  States 

For  poverty,  the  investigation  included  the  County  Charities, 
and  all  institutions,  public  and  private  (excluding  the  churches), 
giving  charitable  aid  throughout  the  city. 

Unemployment  shows  the  cost  of  the  relief  work  organized  by 
the  county  for  the  unemployed  in  1914-15;  the  Griffin  Park 
Relief  Camp  and  the  Municipal  Free  Employment  Bureau. 

An  enrollment  of  all  the  evening  schools  was  taken,  to  obtain 
the  number  of  adult  immigrants  attending.  This  gave  the  cost 
of  education  for  all  immigrants  over  school  age. 

In  making  the  estimate  of  the  number  of  foreign-born, 
Mr.  Carter  interviewed  as  large  a  number  of  trustworthy  people 
in  each  nationality  as  possible.  Consuls,  editors,  clergymen, 
bankers,  physicians  and  business  men  were  called  upon,  and 
visits  were  made  to  all  the  foreign  colonies. 

THE  DISTRIBUTION  OF  THE   IMMIGRANT 
Immigration  Education  Leaflet  Xo.  4,  Page  1 

We  realize  the  wisdom  in  a  policy  of  distribution;  we  know 
the  evils  attendant  upon  overcrowded  city  life  —  evils  that  reflect 
themselves  even  in  our  own  standards  and  conditions.  And  we 
favor  doing  all  that  is  humanly  possible  to  bring,  about  a  wider 
distribution  of  immigrants  within  our  state.  Therein  we  see  the 
possibility  of  relieving  much  of  our  slum  problem,  of  lessening 
the  harsh  incidence  of  immigration  borne  mainly  by  our  manual 
workers ;  therein  we  see  the  possibility  of  a  better  and  more  rapid 
assimilation,  and  at  least  a  partial  solution  of  our  agricultural 
difficulties.  Can  anything  be  done  to  bring  about  a  better 
distribution  ? 

The  average  present-day  immigrant  remains  in  the  city  because 
practically  all  good  land  in  the  country  has  been  taken  up  by 
earlier  arrivals  and  is  no  longer  available  for  those  who  have 
only  a  modest  sura  at  their  disposal.  The  present-day  immigrant 
is  also  attracted  to  the  city  because  he  has  there  a  more  or  less 
satisfied  and  successful  friend.  But  there  are  other  reasons  — 
the  very  reasons,  in  fact,  which  account  for  the  much  deplored 
migration  of  our  own  people  from  country  to  town,  and  from 
town  to  city.  In  truth,  relatively  speaking,  the  country  is  unat- 
tractive. Social  activities,  which  are  the  eastern  and  southern 
European's  very  life,  are  poorly  developed.  Recreational  oppor- 
tunities—  remember,    our    immigrant    is    of    a    play-folk — are 


California  3421 

scarce  indeed.  This  stranger  comes  here  to  improve  the  educa- 
tional opportunities  of  his  children  and  he  finds  school  equipment, 
curriculum  and  administration  are  at  a  low  ebb. 

These  barriers  on  the  one  hand,  and  the  well-known  attractions 
and  advantages  of  the  city  on  the  other,  account  for  the  exodus 
from  country  to  city.  They  also  explain  why  so  many  immi- 
grants hug  the  city  and  shun  the  rural  districts. 

Co-operating  with  the  proper  agencies,  we  propose  doing  our 
share  toward  bringing  the  country  school  up  to  the  highest  pos- 
sible efficiency,  to  show  how  it  may  be  used  as  a  social  and 
recreational  center,  for  both  child  and  adult.  To  this  end  we 
have  secured  permission  from  Dr.  Margaret  Schallenberger 
McXaught.  Commissioner  of  Elementary  Education,  to  reprint 
the  working  plan  of  a  state  educational  bulletin  on  union  of 
school  districts.  This  outline  we  present  for  careful  considera- 
tion. California  communities  are  convinced  of  the  value  of  a 
union  of  districts  for  rural  high  schools  —  let  us  now  consider 
the  problem  of  the 

AMERICANIZATION 
9.   Suggestions  for  Speakers 
■     Revised  and  Extended 

A  flag  raised  over  the  Jamestown  woi-sted  mills  was  made  of 
wool  from  American  sheep  — 

Sorted  by  an  American, 
Carded  by  an  Italian, 
Spun  by  a  Swede, 
Warped  by  a  German, 
Dressed  by  an  Englishman, 
Woven  by  a  Belgian, 
Drawn  in  by  a  Scotchman, 
Supervised  by   a   Frenchman, 
Inspected   by   an   American, 
Scoured  bv  an  Albanian, 
Dved  bv  a  Turk, 
Examined  by  an  Irishman, 
Pressed  by  a  Pole. 


The  first  and  fundamental  necessity  for  all  successful  speaking, 
thinking  and  work  in  the  interest  of  the  alien,  is  a  sympathetic 
and  intelligent  attitude  of  mind  for  approach.     We  must  know  — 


3422  Citizenship  Training  in  Other  States 

and  care  to  know  —  from  what  he  came,  why  he  came  and  to 
what  he  came.  We  must  desire  to  understand  his  mental  atti- 
tude, and  why  he  needs  help  in  his  new  circumstances;  and  we 
must  wish  to  comprehend  also  the  reasons  why  we  should,  with 
some  humility,  seek  to  give  that  help. 


SUGGESTIOXS  FOR  SPEAKERS 
Underlying  Ideas 

1.  The  immigrant  is  an  actual,  present  and  imperative  prob- 
lem. The  first  and  second  generations  form  a  third  of  the  nation, 
a  half  of  California.  It  must  he  shown  that  owing  to  his  great 
numbers,  the  immigrant  enters  vitally  into  all  our  industrial 
and  defense  movements. 

2.  He  may  be  either  an  asset  or  a  menace,  and  which  he  shall 
be  lies  not  primarily  with  him,  but  with  us.  He  is  helpless  to 
control  the  conditions  into  which  he  steps  when  he  enters  our 
country  —  only  we  can  determine  them. 

3.  Society  is  chiefly  impressed  with  the  idea  of  the  menace, 
and  needs  to  be  informed  of  the  desirable  qualities  the  alien  can 
bring  to  us  —  which  are  often  those  Americans  most  lack. 

4.  He  may  be  loss  fortunate  than  we  who  have  been  longer 
under  our  flag,  and  we  may  not  yet  understand  each  other's  ideas 
and  customs,  but  the  alien  is  no  less  human,  no  less  valuable, 
no  less  important  than  we  —  he  is  "just  folks." 

5.  Influences  to  discourage,  inflame  and  exploit  him  are  active 
from  the  hour  of  his  landing.  Unless  we  are  equally  keen  and 
indefatigable  to  counteract  them,  we  can  expect  only  evil  results. 

6.  Pie  is  essential  to  the  enterprises  of  the  country.  Scarcely 
an  industry  could  continue  if  alien  labor  were  removed.  His 
intelligence  and  patriotism  are  therefore  the  measure  of  our 
industrial  efiiciencv. 

7.  There  is  grave  danger  to  the  country  in  large  bodies  of  its 
people  who  do  not  understand  America,  its  customs,  its  thinking, 
its  ideals,  its  purposes,  its  hopes.  Only  in  such  degree  as  there 
is  unity  among  its  people  can  the  nation  achieve  its  mission. 

8.  Americanization  of  the  alien  is  equally  important  to  the 
alien  himself  and  to  the  community.  The  needs  are  the  same, 
the  methods  the  same,  whether  our  motive  in  reaching  him  be 
altruism  or  patriotism.  This  makes  it  possible  to  unite  in  such 
effort  those  of  widely  varying  attitude. 


California  3423 

Specific  Purposes 

1.  As  a  channel  for  all  else,  to  teacli  our  language.  The  means 
of  doing  this,  in  any  large  and  inclusive  way,  are  still  a  matter 
of  experiment,  but  its  critical  importance  cannot  be  too  insistently 
urged.  The  be-^^t  thought  and  effort  of  all  lovers  of  America  for 
planning  and  promoting  this  end,  should  be  challenged. 

2.  Meantime  we  should  seek  in  all  possible  ways  to  reach  the 
foreign-speaking  in  a  language  familiar  to  them,  to  teach  the 
things  they  need  to  know  at  once^ — which  we  cannot  afford  to 
have  wait  for  the  slow  acquirement  of  a  strange  tongue. 

3.  To  give  the  alien  the  basic  ideas  of  democracy.  While 
many,  if  not  most,  come  here  to  find  it,  their  conception  of 
democracy  is  vague,  and  often  mischieviously  erroneous. 

4.  To  promote  confidence  and  hope,  as  a  ground  for  co-opera- 
tion. Little  can  be  done  for  the  alien  except  as  he  understands 
and  desires  the  end  aimed  at.  He  comes  to  the  Land  of  Promise 
filled  with  ambition,  with  anticipation  and  joy.  Too  often  he 
is  first  disillusioned,  then  discouraged,  then  embittered.  Before 
he  can  be  helped  to  become  again  a  normal  person  and  a  safe 
citizen,  he  must  be  brought  to  believe  in  somebody,  and  have  hope 
restored  for  himself  and  for  his  children. 

5.  To  induce  Americans  to  change  their  attitude  toward  the 
alien  —  to  substitute  understanding,  sympathy  and  justice  for 
unreasoning  prejudice. 


Especial  jSTeeds   During  Reconstruction 

1.  To  realize  that  the  urgency  of  the  hour  demands  that  every 
alien  be  reached,  through  any  practicable  agency  or  langiiage, 
and  taught  what  the  war  has  meant,  what  was  at  stake  in  it  for 
his  own  children,  and  the  present  duties  of  the  people  of  America. 

2.  To  bring  out  the  true  meaning  of  "  liberty."  To  every  alien 
heart  this  is  a  magic  word,  but  it  often  needs  intelligent 
interpretation. 

3.  To  show  that  America  entered  the  war  to  help  establish 
liberty  in  all  the  world.  If  our  foreigners  understand  and 
believe  that,  they  will  be  invincible  patriots. 

4.  To  recognize  that  America's  part  in  the  glory  of  victory 
belongs  to  all  those  who  shared  in  her  labor  and  sacrifice,  whether 
they  were  born  here  or  elsewhere. 


3424  Citizenship  Trainhstg  in  Other  States 

5.  To  increase  the  comprehension  of  the  idea  that  all  who 
have  chosen  to  come  to  America  are  responsible  for  helping  to 
make  it  a  united  nation. 

6.  To  explain  the  importance  of  continuing  to  promote  food 
production  while  the  exhausted  lands  and  peoples  of  Europe  can- 
not do  their  share. 

7.  To  seek  to  give  alien  women  an  understanding  of  the 
methods  and  need  of  food  conservation. 

8.  To  endeaver  to  preserve  as  a  permanent  national  asset  the 
habits  of  thrift  and  economy  built  up  among  all  classes  by  the 
war. 

9.  To  attempt  to  create  a  social  atmosphere  which  will  prevent 
the  use  of  contemptuous  nicknames  for  those  whose  brothers  have 
fought  beside  our  own  the  battles  of  freedom. 

10.  To  inspire  patience  to  let  some  questions,  even  important 
ones,  wait,  while  those  growing  immediately  out  of  the  war  are 
being  settled. 


Detailed  Suggestions 

1.  Know  as  much  as  possible  of  the  racial  makeup  of  your 
audience. 

2.  Be  prepared  to  give  instances  of  well-known  immigrants 
who  have  made  good. 

3.  Seek  to  change  the  emphasis  from  the  idea  of  the  child  as 
the  unit  —  which  has  had  mischievous  results  —  to  that  of  the 
family  as  the  unit. 

4.  In  addressing  teachers  of  schools  with  many  foreign  chil- 
dren suggest: 

(a)  Drill  on  America.  Why  do  so  many  people  come  here? 
In  what  vital  ways  is  Germany  different  from  America?  Why 
did  so  many  nations  tight  Germany  ?  etc. 

(b)  Drill  on  responsibility.  A  country  is  as  good  or  as  bad 
as  the  people  in  it.  Every  one  makes  it  a  little  better  or  a  little 
worse.     Do  you  want  to  help  make  a  good  America  ? 

(c)  Drill  on  Thrift  Stamps.  Do  we  give  or  lend  the  money 
to  the  government  ?  What  does  the  government  buy  with  the 
money  ?     Why  do  we  want  to  help  do  these  things  ?  etc. 

(d)  On  special  occasions,  when  there  is  an  audience  of  parents, 
introduce  two  or  three  carefully  prepared  four-minute  speeches 


Califokktia  3425 

by  the  children  in  their  own  languages,  telling  some  of  the  things 
about  America  the  parents  need  to  know. 

5.  Select  from  the  suggested  points  according  to  your  audience. 
A  short  talk  might  be  given  from  almost  any  one  of  them. 


10.   Suggested  Outlines  for  Speakers  on  Americanization 

Xo.  1 
Talk  to  General  Audience  From  Points  2  and  3 

Underlying  Ideas 

1.  Introductory. 

Importance  of  alien  population. 
Proportion  in  state  and  in  nation. 

2.  IIow  regarded — ^with  satisfaction  or  alarm? 

3.  In  what  ways  an  asset?     What  qualities  do  they  bring? 

(a)  Strength. 

(b)  Industry. 

(c)  Stable  family  life. 

(d)  Simple  ideas. 

(e)  Art  and  music. 

(f)  Religious  instinct. 

(g)  Love  of  liberty. 

4.  In  what  ways  a  menace  ? 

(a)  Ignorance  of  our  language  and  standards. 

(b)  Wrong  conception  of  liberty  and   democracy. 

(c)  Poverty. 

(d)  Crowded  housing  —  causes. 

(1)  Seeking  own  countrymen. 

(2)  Need  to  be  near  work. 

(3)  High  cost  of  housing  in  centers. 

(e)  Crowded  housing  —  results. 

(1)  Disease;  a  menace  to  the  community. 

(2)  Immorality. 

(3)  Crime. 

(4)  Discontent;  with  restlessness. 

5.  Is  it  conceivable  that  newly-arriving  foreigners  could  prevent 

these  conditions? 

6.  Could  not  American  society,  if  informed  and  interested,  change 

them  ? 

7.  Who  then  is  responsible? 

108 


3426  Citizenship  Training  in  Other  States 

8.  Shall  we  not  —  rememberiug  that,  for  good  or  ill,  these  aliens 
are  to  make  the  America  of  tomorrow  —  seek  to  better  the 
circumstances  which  have  drawn  them  into  dangerous 
ways,  and  to  be  hospitable,  both  toward  them  and  toward 
the  choice  things  which  they  can  add  to  our  national  tem- 
perament and  character? 


m.   2 
Talk  to  General  Audience 

1.  Introductory 

Whether  immigration  laws  shall  admit  or  exclude,  we  must 
meet  the  problems  connected  with  the  aliens  already 
here. 

2.  What  makes  the  presence  of  aliens  of  concern  to  us? 

(a)   Great    numbers.     How    many    of    first    and    second 

generations  ? 
(h)    Characteristics  —  good  and  bad.     What  are  they? 
(c)    Our  dependence  on  their  labor. 

3.  How  is  "Americanization  "  important  to  ourselves  ? 

(a)  Better  understanding  of  labor  situations 

(b)  Simplified  municipal  management,  with  people  o±  com-_ 

mon  ideas  and  aims. 

(c)  Ignorance    of    American    standards    of    living    makes 

"  foreign  quarters "   a  physical   and  social  menace. 
In  what  wavs  ? 

(d)  A  unified  nation  is  essential  if  America  is  to  carry 

out  its  mission. 

(e)  The  aliens  of  today  are  the  America  of  tomorrow  — 

shall  it  be  what  we  love  to  call  "America  ? " 

4.  How  is  "Americanization"  important  to  immigrants? 

(a)  Gives     a     standing     ground     for     self-support     and 

independence. 

(b)  Protects  from  exploiters. 

(c)  Tends  to  contented  citizenship. 

(d)  Spares  the  inexpressible  harm  from  loss  of  the  hopes 

and  ideals  which  bring  them  here, 
n.    Way.s  of  instilling  the  American  spirit. 

(a)   Multiplying     opportunities     to     learn     the     English 

language. 
(h)   Just  treatment. 


California  3427 

(c)  Respect  for  alien  history,  tradition  and  abilities. 

(d)  Consideration   for   newcomers'    difficulties    and   disad- 

vantages. 

(e)  Making     American     standards     both     attractive     and 

possible. 

(f)  Helping  the  mothers  to  make  American  homes,   and 

retain    the    respect    of    their    children,    taught    in 
American  schools. 
Xeed    of    both    native-born    and    foreign-born    for    constant 
emphasis  of  the  meaning  of  "  democracy."     It  is  ■ — 

(a)  Liberty  under  law. 

(b)  Responsibility   of   all,   rich   and   poor,   employers   and 

employed,  for  the  good  of  the  community. 

(c)  Xot  the  rule  by  any  one  class  —  neither  by  the  weallhy 

and  powerful,  nor  by  the  opposite  class  (as  now  in 
Russia),  but  by  all  the  p^opk-  and  for  all  the  people. 


No.  3 
Talk  to  Foreigners  (with  Interpreter  if  !N^ecessary) 

1.  How  America  has  been  made. 

(a)  By  people   from   all  lands. 

(b)  Xearly  all  Americans  have  at  least  one  grandparent 

born  elsewhere. 

2.  The  American  nation,  though  made  of  many  people,  is  dif- 

ferent from  any  of  them.      Illustrations. 

3.  What  its  people  do,  whether  good  or  bad,  America  does. 

4.  America  has  just  done  the  finest  thing  in  its  history  —  joined 

the  Great  War,  not  to  gain  anything,  but  to  help 
save  the  world. 

(a)  All  its  people  did  it  —  native  and  alien,  rich  and  poor. 

(b)  Democracy  of  the  draft. 

5.  What  American  men  —  wherever  they  were  born  —  did  to  help 

this  great  thing. 

(a)  Left  their  homes  and  jobs. 

(b)  Lived  in  camps,  drilled,  and  worked  hard. 

(c)  Suffered,  fought  and  died. 

6.  What  American  women — -wherever  thev  were  born  —  did  to 

helj^. 
(a)   Staj^ed  at  home  alone  while  their  sons  and  husbands 
went  away  into  the  army. 


3428  Citizenship  Training  in  Other  States 

(b)  Worked  to  support  their  rhildren. 

(c)  Worked  and  saved  to  buy  Thrift  Stamps  and  Liberty 

Bonds. 

(d)  Helped  the  Red  Cross  take  care  of  the  army. 

(e)  Waited  long,  lonely  months,  only  to  know,  often,  that 

their  men  would  never  come  home. 
T.  Every  man  and  woman  and  child  who  helped  has  a  part  in 
the  glory  of  going  into  the  war,  and  in  the  joy  of  vie^orv. 
Are   you   not   glad    and    proud    now    that    you    belong    to 
America  ? 


No.  4 

Address  to  Leaders  of  Plblic  Opinion" 

The  English  Language  for  Aliens 

A.  The  importance  of  English  to  the  foreigner,  to  enable  him  to. 

1.  Obtain  employment. 

2.  Understand  orders  and  avoid  accidents. 

3.  Know  the  laws  he  must  obey. 

4.  Comprehend  court  processes. 

5.  Be  independent  of  interpreters. 

6.  Escape  exploitation  and  fraud. 

7.  Be  able  to  live  outside  of  foreign  colonies. 

8.  Come  in  touch  with  English-speaking  people. 

9.  Avoid  separation  from  his  children,  who  quickly  learn 

English  in  the  schools. 

10.  Learn    the   history,    standards    and    ideals   of   his    new 

country. 

11.  Acquire  the  feeling  of  being  an  American. 

B.  The    advantage    to    the   country   of   the   foreigners    speaking 

English : 

1.  Decreases  the  tendency  to  concentrate  in  foreign  colonies. 

2.  Increases  values  of  foreign  labor. 

3.  Relieves  the  courts  of  offenders  against  ordinances  they 

did  not  understand. 

4.  Lessens  the  power  of  the  alien  propagandist  and  trouble 

maker. 

5.  Opens  the  way  for  Americanizing  influences  of  every 

kind. 

C.  Obstacles  in  the  way  of  acquiring  English: 

1.   Lack  of  trained  teachers  for  adult  schools,  and  of  means 
of  training. 


California  3429 

2.  Failure  of  the  foreigner  to  comprehend  the  advantages 

of  English. 
'6.   Lack  of  time  and  opportunity  for  study, 
■i.  Difficulty  of  inducing  men,  fatigued  by  a  day's  labor, 

to  make  the  effort  of  study. 

Question  for  Discussion 

Would  it  be  practicable  and  profitable  for  employers  to 
give  time  for  English  classes?  Or  to  offer  better  wages  to 
those  who  attend  classes  ? 

D.  Since  English  is  fundamentally  important,  why  approach  the 

foreigner  in  his  own  language  at  all  ? 

1.  Chiefly  because  we  need  to  tell  him  many  things  vitally 

important  to  him  and  to  us,  and  we  cannot  afford 
to  wait  while  he  acquires  a  new  tongue,  with  the 
slowness  of  an  untrained  adult  mind.  (How  long 
would  we,  even  with  trained  minds,  be  in  China  or 
Russia  before  we  could  understand  any  but  ele- 
mentary matters?) 

2.  Because  we  have  tried  waiting  in  the  past,  with  most 

disastrous  results. 

3.  Because  in  his  unsettled  and  often  homesick  condition, 

he  is  predisposed  to  listen  to  sympathetic  words  in 
his  own  tongue. 

E.  What  means  can  we  devise  to  bring  about  the  highly  import- 

ant result  that  eventually  all  Americans  shall  .s}jeak 
the  language  of  America  ? 

1.  Adequate  support  of  the  public  schools,  which  must  con- 

tinue to  furnish  the  chief  answer  to  this  question. 

2.  Multiplication  of  efficient  and  accessible  adult  schools. 

3.  Sending  "Home  Teachers"  to  the  mothers. 

4.  Piactical  inducements  to  English-speaking  immigrants. 

5.  Appeals  to  foreigners,  in  their  own  language,  to  learn 

English,  exjjlaining  the  advantages. 

Question  for  Discussion 

Shall  foreigners  be  required  by  law  to  send  their  chil- 
dren to  English  schools  ? 

In  that  case,  should  foreign-speaking  schools  be  permitted 
in  addition? 
V.   Is   the   policy  —  "Only    one   language   in    America"  —  prac- 
ticable and  wise? 


3430  Citizenship  Tbaining  in  Other  States 

1.  A    similar    policy    in    European    countries    has    always 

defeated  its  own  purpose,  causing  deep  resentment, 
and  added  devotion  to  the  old  language. 

2.  For   a   time   after   arrival,   the   foreigner   is   dependent 

upon  his  o\^Ti  press  and  speakers  for  knowledge  of 
events  and  conditions. 

3.  While  the  alien  is  uprooted  and  bewildered,  a  greiit  cle- 

ment of  safety  lies  in  the  familiar  words  and  cere- 
monies of  his  own  churches. 
Question  for  Discussion 

Shall  the  slogan  be  "  English  for  every  American,"  or 
"  Onlv  English  for  Americans?" 


FouE-MixuTE  Speakers 

The  experience  of  war  time  taught  us  the  value  of  the  hrief 
speech.  Not  only  are  there  many  opportunities  for  it  when  an 
ordinary  address  would  be  out  of  the  question,  but  often  a  single 
point,  driven  home  in  a  few  sentences,  will  carry  conviction  wlieii 
the  longer  and  more  complete  address  would  fail  to  hold  atten- 
tion. This  experience  can  be  turned  to  excellent  account  in  a 
campaign  of  Americanization. 

A\'hile  four-minute  speakers  must  be  born  rather  than  made, 
there  are  few  who  will  not  be  improved  by  training.  The  method 
of  training  given  in  one  city  during  the  war  is  outlined  here, 
in  the  belief  that  the  ideas  may  he  adapted  for  this  newer  use. 

A  general  chairman  was  ajjpointed,  who  selected  a  corps  of 
s])eakers  from  the  best  available  material.  Forceful  men  and 
women  of  good  address  and  those  favorably  known  were  sought, 
these  qualities  being  more  valuable  than  exi)ericnce,  as  new  people 
are  more  susceptible  to  training. 

Training  meetings  were  held  as  often  as  practicable.  The 
tentative  speakers  were  furnished  with  ample  information  on 
their  subject,  to  give  them  and  their  address  an  intelligent  back- 
ground. For  each  meeting  four  sr)eakers  on  the  same  topic  were 
selected  —  those  who  would  naturally  approach  the  subject  from 
different  angles,  including  one  who  would  show  marked  manner- 
isms, and  one  who  gave  promise  of  being  particularly  good.  Two 
critics  for  each  speaker  were  appointed  before  the  speeches  were 
given,  who  noted  good  and  bad  points  as  to  language,  manner, 
voice,  time,  etc.,  and  especially  the  degree  of  success  in  getting 


o 


Caltfornia  343 1 

home  the  point  aimed  at.  Criticism  follnwed.  hv  tho  Hiair  and 
from  the  floor. 

When  praeti('al)le  a  ton-  or  tifteen-minute  address  was  given 
bv  a  practiced  speaker,  well  posted  on  the  general  subject.  Also, 
when  possible  an  expert  gave  instruction  in  the  use  of  the  voice. 
The  public  efforts  were  checked  up  quietly  by  inspectors,  report- 
ing privately  to  the  chairman,  who  made  the  final  eliminations 
and  assignments. 

A  few  ]ioints  follow,  analyzed  to  suggest  how  each  may  be 
brought  out  in  a  four-minute  speech. 


Four-Minute   Talks   on   Americanization 

(Each  to  bring  out  a  single  point:  subject  not  to  be  announced) 

No.   1 
How  Amprica  Has  Been  Made 

A  peculiarly  composite  nation.  Except  for  the  Indians,  made 
up  entirely  of  foreign  elements. 

For  the  first  hundred  years  they  could  be  assimilated  without 
conscious  help. 

Xot  merely  a  mechanical  mixing  of  peoples,  but  a  chemical 
result,  different  from  any  of  its  ingredients. 

This  new  thing  we  call  "America/'  and  we  are  proud  of  its 
contribution  to  the  world's  progress. 

For  the  twenty-five  years  before  the  Great  War,  the  numbers 
were  too  great  for  assimilation,  and  we  began  to  understand  we 
had  a  foreign  problem. 

This  problem  is  laid  upon  the  people  of  each  community.  We 
must  remember  that  as  these  strangers  are  today,  we  were  but 
yesterday. 

Also,  that  America  is  not  made,  but  in  the  making,  and  that 
it  rests  with  us  to  see  that  it  shall  never  change,  except  to  grow 
higher  and  finer  with  the  years. 


No.   2 
Importatice  of  Our  Foreign  Population 
Im.portant   because   of  numbers;    a  third   or  a   fourth   of  the 
population  cannot  be  ignored. 

Important  because  of  undemocratic  ideas,   vicious  principles 
and  lower  standards  thev  mav  bring  with  them. 


3432  CiTizE>;sHip  Traixing  in  Other  States 

Important  herause  of  the  fine  qualities  with  which  they  may 
eurifh  us  if  encouraoed  to  give  of  their  best. 

Most  important  for  ourselves,  if  we  love  America,  to  realize 
that  we  are  res])onsible  for  conditions  which  decide  whether  the 
alien  shall  contribute  evil  or  good. 


■N^o.   3 
Good  and  Bad  Americans 

What  "America"  means.      .More  than  a  place.     A  spirit,  not 
a  continent. 

The  things  for  which  it  stands. 

It  can  stand  for  those  things  only  as  far  and  as  long  as  its 
people  stand  for  them. 

A  good  American  is  one  who  believes  in  these  ideas,  loves  them 
and  lives  them. 

A  bad  American  is  one  who  denies  them,  or  undermines  them, 
or  tries  to  destrov  them. 

To  change  a  bad  American  into  a  good  American  is  an  act  of 
high  patriotism. 


m.    4 
Responsibility  for  the  Making  of  Americans 

Conditions  in  foreign  colonies,  into  which  most  immigrants 
come. 

What  thev  are.  How  thev  contribute  to  the  making  of  bad 
Americans. 

Impossibility  of  immigrants  avoiding  or  changing  these 
conditions. 

The  comnuinity  that  ])ermits  these  conditions  is  responsible 
for  the  un-American  results. 

No  course  can  be  more  patriotic  than  to  make  possible  for 
immigrants  suitable  housing  and  sanitary  surroundings,  and  \o 
insure  for  them  justice,  courtesy  and  friendliness,  for  only  in 
such  soil  does  true  Americanism  grow. 


No.  5 
English  for  Foreigners 
Xatuvalness  of  forcignoi-s  flinging  to  their  own  language. 
Why    I'liglish  is  imj^irtant  for  thrni. 


CAl.iF(iF;.\IA  3433 

Why  it  is  important  for  us  ihat  they  learn  English. 

How  they  may  l)p  helped  to  learn  it  —  women  in  the  homes  as 
■well  as  men  in  their  work,  and  children  in  the  schools. 

Vital  importance  of  their  learning  some  American  principles 
in  their  own  tong-ue,  because  during  the  slow  process  of  learning 
a  new  one,  evil  influences  will  be  at  work,  and  irrevocable  harm 
be  done. 


11.    A  Plan  for  Organization  in  California 

Immigrattojst  Education  Leaflet  No.  2 
Pages  3  and  4 
The  Detroit  method  of  conducting  an  America  First  campaign 
is  practical  and  can  be  follow^ed  in  either  large  or  small  com- 
munities.    Organizations  wishing  to  initiate  the  plan  will  have 
to  do  important  preliminary  work  in  surveying  local  conditions. 
Before  a  general  meeting  is  called,  a  small  committee  should 
prepare  a  report  upon 

1.  The  number,  nationality  and  location  of  the  immigrant 
population. 

2.  The  educational  opportunities  for  those  over  school  age  in 
the  public  schools,  the  parochial  schools,  the  Y.  M.  C.  A.  and 
Y.  W.  C.  A.,  the  settlements,  the  missions. 

3.  The  future  plans  of  the  Board  of  Education. 

4.  The  law  governing  evening  schools. 

5.  The  Civic  Center  Law. 

With  the  facts  developed  by  such  a  survey  and  a  thorough 
understanding  with  the  local  school  authorities,  the  committee 
should  have  a  tentative  plan  to  present  for  the  consideration  of 
a  general  meeting. 

This  plan  should  include  suggestions  for  securing  necessary 
funds,  publicity,  and  co-operation  with  every  civic  and  social 
agency  to  undertake  the  Detroit  compaign  of  stimulating 
attendance. 

For  any  further  suggestions,  organizations  are  requested  to 
communicate  with  the  Commission  of  Immigration  and  Housing 
of  California. 

12.    Citizenship  Training  Through  Public  Schools 
Civic  Center  Law 

Section  1.  There  is  hereby  established  a  c-lvic  center  at  each 
and    every   public   schoolhouse   within    the    State   of   California, 


3434  Citizenship  Training  in  Other  States 

where  the  citizens  of  the  respective  public  school  districts  within 
the  said  State  of  Califoraia  may  engage  in  supervised  recreational 
activities,  and  where  thev  may  meet  and  discuss,  from  time  to 
time,  as  they  may  desire,  any  and  all  subjects  and  questions 
which,  in  their  judgment,  may  appertain  to  the  odurational, 
political,  economic,  artistic  and  moral  interests  of  the  citizens 
of  the  respective  communities  in  which  they  may  reside;  pro- 
vided, that  such  use  of  said  public  schoolhouse  and  grounds  for 
said  meetings  shall  in  no  wise  interfere  with  such  use  and  occu- 
pancy of  said  public  schoolhouse  and  grounds  as  is  now,  or  here- 
after may  be  required  for  the  purposes  of  said  public  schools 
of  the  State  of  California. 

Section  2.  Lighting,  heating,  janitor  service  and  the  services 
of  a  special  supervising  officer  when  needed,  in  connection  with 
such  use  of  public  school  buildings  and  grounds  as  set  forth  in 
section  one  of  this  act,  shall  be  provided  for  out  of  the  county 
or  special  school  funds  of  the  respective  school  districts  in  the 
same  manner  and  by  the  same  authority  as  such  similar  services 
are  now  provided  for.  Such  use  of  the  said  schoolhouses,  prop- 
erty and  grounds  shall  be  granted  free;  provided,  that  in  case  of 
entertainments  where  an  admission  fee  is  charged,  a  charge  may 
be  made  for  the  use  of  said  schoolhouses,  property  and  grounds. 

Section  3.  The  management,  direction  and  control  of  said 
civic  center  shall  be  vested  in  the  board  of  trustees  or  board  of 
education  of  the  school  district.  Said  board  of  trustees  or  board 
of  education  shall  make  all  needful  rules  and  regulations  for 
conducting  said  civic  center  meetings  and  for  such  recreational 
activities  as  are  provided  for  in  section  one  of  this  act ;  and  said 
board  of  trustees  or  board  of  education  may  appoint  a  special 
supervising  officer  who  shall  have  charge  of  the  grounds,  preserve 
order,  protect  the  school  property  and  do  all  things  necessary  in 
the  capacity  of  a  peace  officer  to  carry  out  the  provisions  and  the 
intents  and  purposes  of  this  act. 

(Note. —  The  Commission  is  indebted  to  Mr.  Mark  Keppel, 
Superintendent  of  Schools  for  Los  Angeles  county,  for  assistance 
in  preparing  the  above  digest  of  evening  school  laws  and  the 
accompanying  suggestion. ) 

The  establishment  of  civic  centers  in  immigrant  noishborhoods 


Id 


will  do  much  to  bring  immigrants  in  contact  with  native  Amer- 
icans and  will  aid  in  theii  education  and  assimilation. 


California  3435 

13.    Citizenship  Training  Through  Industries 

Letter  from  Hexri  Berniek,  California  Packing  Corporation, 
101  California  street,  San  Francisco,  November  28,  1919: 

"  Our  principal  Americanization  work  has  been  done 
through  out  factory  kindergartens.  Here  the  children  of 
employees  are  cared  for  by  trained  American  women  nurses 
who  teach  the  children  the  rudiments  of  language,  citizen- 
ship and  sanitation.  Incidentally,  as  this  is  work  which 
seems  to  call  for  much  tact,  we  do  not  emphasize  the  fact 
that  this  is  being  done,  preferring  to  rest  our  case  on  the 
obvious  fact  that  mothers  are  relieved  of  the  care  of  their 
children  during  the  working  hours." 

The  California  Packing  Corporation  published  monthjy  a 
house  organ  called  "  The  Lug  Box,"  which  circulates  among  its 
employees.  It  contains  chiefly  news  items  of  the  various  plants 
of  the  corporation,  with  a  smattering  of  thrift  propaganda. 

Leter  from  Irwin  Engler,  Acting  Secretary,  Consolidaied 
Chamber  of  Commerce  of  the  City  and  County  of  Sacror 
mento,  December  29,  1919: 

"  The  Sacramento  Chamber  of  Commerce  is  just  now 
considering  the  development  of  an  Americanization 
Committee." 

14.   Citizenship  Training  Through  Women's  Clubs 

In  September,  1918,  at  Chicago,  the  following  Americaniza- 
tion resolution  was  unanimously  adopted  by  the  General  Federa- 
tion Board : 

Whereas,  The  greatest  need  in  America  today  is  the  conserva- 
tion, development,  and  absorption  of  American  ideals  of  national, 
civic,  and  social  life,  particularly  among  the  foreign-born,  with 
the  end  in  vievv-  of  securing  a  United  America,  and 

Whereas,  Certain  departments  of  the  G.  F.  W.  C.  have  included 
the  subject  of  Americanization  in  their  program  of  work,  and 

Whereas,  It  is  the  desire  of  the  eleven  department  chairmen 
to  combine  on  one  special  line  of  work  for  which  the  need  has 
been  emphasized  by  the  war. 

Therefore,  be  it  resolved.  That  the  chairmen  of  the  eleven 
departments  of  work  of  the  G.  F.  W.  C.  co-ordinate  and  unify 
their  work  for  Americanization  during  this  biennial  period,  and 
urge  their  state  chairmen  to  carry  on  this  work  in  the  various 
^states  according  to  the  needs  of  each  local  community. 


3436  Citizenship  Training  in  Other  States 

15.    Citizenship  Training  Through  Visiting  Teachers 

TO  HOME  TEACHERS 

After  watching  the  working  out  of  the  Home  Teacher  Law 
for  four  years,  those  who  have  its  interests  most  closely  at  heart 
have  found  that  there  is  one  grave  error  into  which  the  Home 
Teacher  is  very  likely  to  fall. 

The  law  definitely  makes  the  Home  Teacher  a  part  of  the 
school  system  and,  moreover,  specifies  that  she  he  connected  with 
certain  schools.  Under  that  law  she  is  as  thoroughly  responsible 
to  her  principal  as  are  the  teachers  whose  work  lies  in  the 
schoolroom. 

It  is  veiy  easy,  however,  to  take  another  attitude.  Although 
the  school  is  coming  into  its  own  as  the  social  center  of  its  dis- 
trict, social  and  educational  fields  are  still  generally  held  to  be 
distinct.  And  because  the  Home  Teacher  is  definitely  a  social- 
izing element,  she  often  slips  away  from  the  school,  and  either 
afiiliates  herself  with  other  social  agencies  or  tries  to  do  her  task 
alone. 

Both  of  these  methods  have  invariably  proven  fatal  to  the  suc- 
cess of  the  work.  Only  when  a  Home  Teacher  is  the  definite 
link  between  the  school  and  the  home  can  she  hope  to  succeed, 
and  it  is  as  an  envoy  of  the  school  that  she  can  best  enter  the 
home  with  no  risk  of  being  the  intruder.  Working  apart  from 
the  school  leads  to  working  at  cross  purposes  with  it  and  leads, 
besides,  to  conflict  and  overlapping  with  other  agencies. 

To  be  sure,  those  agencies  must  know  her.  '  Every  organiza- 
tion which  is  bent  on  helping  those  who  are  in  need  of  help  must 
feel  her  co-Ojjeration.  But  that  co-operation  must  come  in  the 
name  of  the  institution  which  she  represents. 

The  future  of  the  nation  is  largely  in  the  hands  of  the  teachers. 
To  the  Home  Teacher  belongs,  in  ever  increasing  measure,  the 
future  of  many  of  the  homes.  And  as  the  welfare  of  the  children 
cannot  be  considered  apart  from  the  welfare  of  the  homes,  so  the 
Home  Teacher  cannot  break  away  from  the  school  and  hope  to 
fill  the  place  for  which  she  has  been  chosen. 

So  we  come  to  the  definition  of  that  phase.  ""  The  teaching  of 
English  to  the  adult  foreign-born,"  in  the  words  of  Mrs.  Edith 
Perry  Bremer,  "  is  20  per  cent,  a  problem  of  the  educational, 
and  80  per  cent,  the  problem  nf  the  social  worker."  So,  like- 
wise, is  the  teaching  of  right  living  to  l)oth  foreign-born  and 
native-born    mainly    a    social    problem.      And    thus    the    Home 


California  3437 

Teacher  becomes  ihe  social  worker  of  the  school  and  as  Long  as 
she  holds  that  definition  clearly  in  mind,  there  are  no  limits  to  the 
field  of  her  endeavor. 

Conditions  Creating  the  j^eed 
In  the  earlier  part  of  the  heavy  immigration  to  this  country, 
we  made  the  mistake  of  assuming  that  when  the  children  were 
cared  for  in  the  public  schools,  our  whole  duty  was  done;  that 
the  older  generation  was  quite  hopeless. 

Another  result  of  our  lack  of  comprehension  was  as  natural 
as  it  was  unlooked  for  —  the  children,  acquiring  English  and  the 
customs  of  the  country,  fancied  themselves  superior  to  their 
parents,  and  began  to  ridicule  them,  and  to  break  from  tlieir 
authority.  This  attacked  the  solidarity  of  the  family,  which 
among  immigrants  is  particularly  strong.  Few  will  question  the 
gravity  of  this  condition,  attested  by  the  rapidly  rising  rate  of 
delinquency,  or  the  soundness  of  the  following  observation  by  one 
exceptionally  familiar  with  the  situation:  "The  basis  of  everv 
worth-while  civilization  the  world  has  known,  and  the  hope  of 
America,  is  to  be  found  in  the  family.  The  genuine  culture  of 
any  people  may  be  measured  by  its  estimate  of  the  family.  If 
that  be  low,  then  there  is  no  lasting  culture ;  if  that  be  high,  then 
tliere  is  the  groundwork  for  permanence.  Whatever  tends  to 
disrupt  the  family  makes  for  anarchy,  whatever  tends  to  preserve 
it  makes  for  permanence.  That  which  tends  to  break  down 
respect  for  parents,  tends  to  root  out  all  reverence." 

Seeing  these  children  of  the  second  generation  throwing  aside 
respect  not  only  for  parents,  but  for  law  and  for  the  rights  of 
others,  public  sentiment  became  aroused,  and  gradually  came  to 
realize  that  they  must  be  reached  through  the  mothers,  who  had 
scarcely  been  touched  by  the  night  schools,  which  were  beginning 
to  ie:!rh  the  men.  The  foreign  women  were  shy,  unaccustomed 
to  initiative  or  mental  effort  and  must,  in  anv  case,  remain  with 
their  children  at  night.  For  a  long  time  this  seemed  the  end 
of  a  blind  alley,  but  those  with  political  and  social  sense  pressed 
on  to  find  an  outlet,  urged  by  the  consciousness  that  a  communit  1/ 
cannot  rise  greatly  ahove  its  mothers,  and  also  that  a  state  is 
unsafe  when  in  a  large  part  of  its  homes  tliere  is  no  knowledge 
of  its  language  or  the  ideas  for  which  it  stands.  In  states  like 
California,  where  women  have  tb.e  suifrage,  there  was  another 
danger.      The  present  law  give.-,  the  wife  the  nationality  of  her 


3438  Citizenship  Training  in  Other  States 

husband,  and  when  the  man  was  naturalized,  the  woman,  however 
ignorant,  could  vote. 

Light  began  to  come  with  the  thought  that  if  the  women  could 
not  come  to  find  knowledge,  then  knowledge  should  go  to  find 
them.  Almost  at  once  there  followed  the  recognition  of  the  fact 
that  we  had  the  means  ready  at  hand  —  the  public  school,  that 
university  of  every  neighborhood,  could  be  a  ready  way  of 
approach  —  the  school,  which  was  the  one  American  thing  which 
these  bewildered  strangers  knew  and  trusted. 

Conscientious  teachers  began  to  add  to  their  day's  labor  hours 
of  visiting  in  the  homes  of  their  pupils,  seeking  to  establish 
points  of  contact.  This  could  not  continue,  in  justice  to  their 
regular  work,  but  the  idea  had  been  found.  There  must  be  a 
W'Oman,  definitely  a  part  of  the  school  system,  with  its  prestige 
and  backing,  whose  duty  should  be,  not  to  teach  children  in  a 
schoolroom  what  they  need  to  know,  but  to  teach  mothers  in 
homes,  and  in  schools,  what  they  need  to  know.  This  conviction 
created  the  California  law,  authorizing  the  employment  of  a 
"  Home  Teacher  "  for  any  school  having  500  units  of  daily  attend- 
ance. The  provisions  of  the  law  at  present  limit  its  application 
to  congested  neighborhoods,  so  that  the  foreign  home  is  chiefly 
the  field  of  the  Home  Teacher,  and  she  becomes  a  direct  American- 
izing influence. 

The  Home  Teacher,  as  we  conceive  her  purpose,  seeks  not  pri- 
marily the  special  child,  though  that  will  often  open  the  door  to 
her,  and  afl"ord  her  a  quick  opportunity  for  friendly  help,  but  the 
home  as  such,  and  especially  the  mother  who  makes  it.  This 
discrimination  as  to  aim  and  purpose  cannot  be  too  much  empha- 
sized, or  too  consistently  maintained,  for  the  care  of  abnormal 
children,  important  as  it  is,  can  by  no  means  take  the  place  of 
the  endeavor  to  Americanize  the  families  of  the  community. 

Into  the  midst  of  these  beginnings  and  experiments  dropped 
the  tremendous  testing  of  the  nation  by  war,  the  one  test  which  we 
had  assumed  could  never  come.  Suddenly,  over  night,  as  it 
seemed,  the  nation  had  joined  the  social  workers,  and  become 
conscious  of  the  aliens.  *' Would  their  loyalty  be  with  us,  or 
overseas?"  Germany  thought  she  knew.  We  were  one-third 
alien,  and  she  was  confident  we  could  not  overcome  such  a  handi- 
cap—  that  our  strength  would  be  a  rope  of  sand.  We  know  what 
happened,  how  aliens  and  American-born  alike  fought  under  our 
flag.      But  not  because  we  had  been  careful   to  teach  them  the 


California  34:3l.» 

principles  we  believed  were  worth  fighting  for.  We  had  been 
indifferent,  we  had  left  them  to  struggle  against  almost  impossible 
conditions,  and  their  lovaltv  was  more  than  we  deserved.  But  the 
ideals  of  liberty  which  they  had  brought  with  them  still  burned 
in  their  hearts,  and  they  are  naturally  docile  and  law-abiding,  so 
when  they  were  called  they  went,  as  the  service  flags  in  the  humble 
windows  touchingly  testify. 

To  the  uncomprehending  women  suddenly  left  alone  with  their 
little  ones,  we  owe  in  honor  an  added  and  peculiar  duty  —  to 
prepare  them  against  the  day  when  their  soldier  men  shall  come 
back  to  them,  marvelously  developed  by  their  experiences,  with 
a  knowledge  of  better  living,  of  clean  air  and  good  food,  of  regular 
habits  and  recreation,  as  well  as  some  glimpses,  at  least,  of  wide 
world  thinking  and  ideas.  This  army  of  ours,  the  most  wonder- 
ful the  world  has  ever  seen,  has  done  genuine  social  work  for  its 
soldiers.  In  fairness  to  them,  we  also  must  do  social  work  for 
"the  girls  they  left  behind  them,"  that  these  men  who  fought 
beside  our  own  sons  may  find  homes  worth  fighting  for  and  worth 
returning  to. 

The  countr\-  is  awake  at  last  —  from  all  sides  comes  now  the 
demand  that  those  who  live  in  America  shall  understand  America, 
that  this  is  "  a  critical  issue  between  the  United  States  and 
destiny."  We  cannot  do  in  a  day  what  we  should  have  been 
doing  for  many  years,  but  we  see  now  our  task,  and  have  per- 
ceived the  means  to  accomplish  it.  The  famihj  must  be  con- 
sidered the  unit,  and  to  each  part  of  it  must  be  given  the  oppor- 
tunity adapted  to  it,  until  each  is  fitted  to  make  a  place  in  society 
as  an  independent  individual. 


METHODS  OF  HOME  TEACHERS 

The  teacher  will  first  seek  entrance  into  the  homes,  where  the 
work  can  better  be  done  in  the  native  tongue,  as  the  early  knowl- 
edge of  English  will  be  far  too  elementary  to  be  of  use  for  the 
intimate  and  personal  approach  needed  there.  Some  of  the  best 
work,  especially  in  establishing  a  friendly  connection,  is  in  the 
individual  homes,  and  the  visits  of  the  teacher  furnish  an  incen- 
tive for  improvement  in  their  care.  Yet  much  can  be  taught  in 
a  group  of  women  which  could  not  be  taught  them  separately, 
and  one  of  their  great  needs  is  to  break  out  of  their  isolation  and 
come  in  contact  with  others.      The  group  work,  therefore,  as  fast 


<j-i-10  CiTizEASPiip  TKArKiiXG  IN  Otjikr  kStates 

as  it  fill  I  1)0  built  up,  is  of  great  value.  When  practicable  there 
sliould  be  at  first  a  separate  group  for  each  nationality,  and  the 
instruction  should,  as  far  as  possible,  be  altogether  in  English. 
A  prime  need  of  the  women  is  to  learn  to  speak  English — the 
reading  and  writing  can  well  wait  until  later.  It  can  be  taught 
directly,  and  even  better  indirectly,  through  the  objects  and 
processes  used  in  work,  which  should  always  be  connected  with 
their  daily  life. 

The  women  in  these  groups  can  be  given  the  opportunity  for 
self-expression,  and  especially  social  self-expression,  the  lack  of 
which  is  so  deadening  and  so  dangerous. 

Here,  too,  can  be  instilled  the  elements  of  American  customs 
and  laws,  which  they  often  transgress  only  because  they  do  not 
know  them,  and  have  had  no  opportunity  to  know  them. 

The  Home  Teacher  needs  to  keep  in  mind  the  modern  educa- 
tional recognition  of  the  essential  place  of  recreation  in  every 
life,  and  nowhere  can  it  be  more  important  than  in  the  lives  of 
these  women,  which  are  monotonous  and  uneventful  to  a  degree 
more  complete  than  those  more  favored  can  imagine.  Ways 
should  be  sought  to  vary  the  work  with  simple  pleasures  and 
diversions.  These  are  of  especial  value  when  linked,  like  the 
other  work,  with  the  school.  It  is  wholesome  for  the  children  to 
see  that  their  mothers  are  included  in  such  plans  and  privileges. 

It  is  an  indication  of  achievement  of'  the  highest  sort  when 
these  people,  whose  vision  has  been  confined  to  their  own  four 
walls,  can  be  brought  out  of  the  attitude  of  receiving,  into  the 
joy  of  giving.  Perhaps  no  happier  women  could  have  been  found 
during  the  war  than  certain  groups  of  Italian  women  in  Cali- 
fornia, very  poor  and  very  hard  working,  who  were  sewing  for 
the  Red  Cross.  The  best  methods  will  seek,  even  as  a  distant 
goal,  the  highest  kind  of  results. 

The  psychological  law  that  it  is  possible  to  proceed  to  the 
unknown  only  through  the  known  nmst  be  regarded.  ''  Even  if 
the  old  were  all  bad  and  the  new  all  good,"  we  must  still  engraft 
the  new  upon  the  original  stock,  rather  than  uproot  the  mental 
product  of  generations. 


METHODS  OF  HOME  TEACHERS 

A.     In  Homes 
1.   Never  enter  a  home  without  invitation.     At  first  you  should 
have  a  definite  errand  from  the  school. 


California  34  il 

2.  Establisli  your  connpctioii  with  the  school,  and  from  thia 
buihl  up  a  friendly  relation. 

.').  Looking  after  attendance,  while  not  your  first  business,  is 
important  in  itself,  and  Yalual)le  in  giving  you  access  to  the 
mother. 

4.  Be  willing  to  advance  slowly. 

5.  Be  prepared  to  meet  sudden  trouble  until  response  can  be 
had  from  social  agencies. 

(>.  Be  chary  of  gifts.  The  women  should  know  two  things  — 
one  that  you  will  not  let  them  suffer  in  a  temporary  emergency; 
and  the  other  that  it  is  quite  useless  to  attempt  to  take  advantage 
of  you. 

7.  Be  ready  with  sympathy  and  help  in  any  kind  of  sorrow  or 
trouble. 

8.  As  soon  as  your  place  is  secure,  begin  to  suggest  and  l)ring 
about  improvements  in  the  care  of  the  house  and  children.  When 
you  are  allowed  to  help  bathe  the  baby,  you  can  teach  many  things 
by  that  means.  The  work  requires  constant  ingenuity  and  tact, 
and  patient  follow-up  work.  Use  a  minimum  of  criticism  and 
a  maximum  of  praise. 

B.     In  Groups 

1.  Advantages  of  group  teaching: 

a.  Conservation  of  time. 

b.  Multiplication  of  effort. 

c.  Encouragement  of  numbers. 

d.  Freedom  from  embarrassment. 

e.  Enthusiasm  of  concert  work. 

f.  Difficult  suggestions  can  be  made  without  offense. 

g.  Advantage  of  seeing  different  and  better  things  away 

from  home. 

2.  To  secure  a  group,  begin  by  inviting  a  few,  and  make  the 
occasion  particularly  attractive.  Increase  the  number  by  repeated 
visits,  and  by  inducing  those  w^ho  come  to  invite  others. 

3.  ]\Iake  the  speaking  of  English  a  constant  aim.  Use  it 
yourself,  and  teach  it  in  connection  with  all  work. 

4.  Begin  with  whatever  occupation  interests  most.  Almost 
any  woman  is  pleased  to  sew  for  the  baby, 

5.  Avail  yourself  of  the  services  of  any  special  teachers  in  the 
school  —  for  sewing,   cooking,   handcraft,   music,   etc.      Also,   as 


3442  CiTizEisrsiiip  Training  in  Othke,  IStates 

your  groups  multiply,  of  volunteer  helpers  from  the  various  social 
organizations,  churches,  etc. 

6.  Use  every  available  means  to  make  the  meeting  place 
attractive,  in  simple  ways  which  can  be  copied  at  home. 

7.  Encourage  imitation  of  pleasant  and  wholesome  things.  In 
some  cases  marked  improvement  has  appeared  in  the  home  with 
no  criticism  whatever.  One  woman  gazed  around  the  room  in 
wonder,  saying  over  and  over  again,  "This  is  so  clean!" 

8.  Observe  public  holidays,  with  trifling  souvenirs,  as  cards 
or  flags  or  flowers,  increasing  the  sense  of  doing  as  other 
Americans  do. 

9.  Make  use  of  all  practicable  recreation  —  music,  parties, 
entertainments,  parks,  etc.,  remembering  how  limited  and  dull 
are  the  lives  in  these  homes,  and  that  the  need  for  diversion  is 
as  natural  as  hunger  to  every  normal  human  creature.  Since  we 
have  found  how  largelv  the  health  and  morale  of  the  armv  men 
was  sustained  by  wholesome  and  suitable  recreation,  we  shall  not 
be  likely  to  ignore  its  essential  character  for  all  kinds  of  people. 
Especially  seek  to  make  for  the  women  a  place  in  the  school 
entertainments.  Though  at  first  difiident  and  uncomprehending, 
they  will  come  to  enter  into  the  spirit,  and  not  only  find  much 
happiness,  but  receive  many  a  lesson  in  Americanism.  From 
the  schools,  with  their  flag  salutes  and  flag  drills,  charts  and  songs, 
they  will  constantly  and  unconsciously  imbibe  real  patriotism. 


SUGGESTIONS  TO  HOME  TEACHERS 

1.  Constantly  emphasize  the  school,  the  stable  link  connecting 
your  neighborhood  with  the  larger  community.  At  every  pUice 
ask  yourself,  "  Whom  in  this  house  can  I  connect  with  the  school 
in  any  way,  even  through  the  nursery  or  a  fiesta  ? " 

2.  Use  care  in  approach  —  take  advantage  of  errands,  especially 
for  the  school, 

3.  Make  friendliness  first  —  all  else  can  wait,  and  nothing  can 
be  done  without  it. 

4.  Never  take  visitors  with  you,  to  observe  either  your  people 
or  your  methods. 

5.  Remember  you  are  not  primarily  a  nurse  or  a  relief  agent — ■ 
their  work  is  to  restore,  yours  to  construct. 

6.  Become  familiar  with  the  social  agencies,  that  you  may 
know  where  ''o  refer  their  especial  work  promptly. 


California  3443 

7.  Use  your  visits  and  influence  to  induce  tlie  fathers  to  attend 
night  school. 

8.  Avoid: 

a.  Showing  red  tape  —  making  records,  etc. 

b.  Taking  sides  in  neighborhood  quarrels. 

c.  Assuming  too  much  responsibility, 

d.  Talking  religion  or  politics. 

9.  Watch  for  opportunities  to  introduce  American  customs  — 
"  in  America  we  do  it  so." 

10.  Seek  always  something  to  praise. 

11.  Recognize  the  excellencies  in  the  old  life  from  which  your 
people  come, 

12.  While  you  will  supplement  the  work  of  other  social  agents 
—  as  the  nurse  and  attendance  officer  —  let  everything  be  tribu- 
tary to  your  main  purpose,  never  to  be  lost  sight  of,  to  broaden, 
elevate  and  Americanize  the  viewpoint  and  life  of  the  homes 
which  you  enxer. 


QUALIFICATIOXS  FOR  HOME  TEACHERS 

The  work  of  a  Home  Teacher  is  highly  specialized.  It  is  a 
new  profession  and  requires  special  qualifications.  The  Home 
Teacher  must  comprehend  the  object  of  the  work,  and  the  reasons 
which  called  it  into  being.  She  must  understand  that  so  delicate 
a  matter  as  assuming  to  enter  homes  and  modify  them  will  require 
constant  and  unfailing  tact,  and  respect  for  the  rights  and  dignity 
of  any  woman  in  her  own  home.  She  will  need  to  recognize  that 
in  the  nature  of  the  case  her  task  is  difficult,  that  it  is  because  it 
is  difficult  that  she  is  needed,  and  that,  therefore,  a  part  of  her 
equipment  must  be  patience,  optimism,  and  the  ability  to  turn 
to  good  account  all  the  varying  circumstances  she  will  ra£et. 

It  is  useless  for  her  to  enter  upon  the  work  at  all  unless  she 
really  cares  for  the  people,  can  enter  into  their  joys  and  sorrows, 
and  rejoice  to  bring  them  friendship  and  inspiration. 

Qualifications  —  A  Summary 

1.  Teacher's  certificate. 

2.  Experience  in  teaching  and  in  social  work, 

3.  Good  health. 

4.  Ability  to  speak  the  language  of  the  largest  group  in  the 
district. 


3444  Citizens uip  Traixing  in  Othee  States 

6.   Complete  loyalty  to  the  principal  of  the  school. 

6.  Tact  and  patience  for  a  delicate  task. 

7.  Ingenuity  in  adapting  all  circumstances  to  the  main  purpose. 

8.  An  incapacity  for  discouragement. 

9.  Comprehension  of  the  reasons  and  objects  of  the  work. 

10.  Finally,  above  all  and  through  all.  a  sympathetic  attitude 
toward  the  people,  which  involves  some  knowledge  of  the  coun- 
tries and  conditions  from  which  they  came,  and  what  "America  " 
has  meant  to  them. 


AIMS  OF  THE  HOME  TEACHER 

The  Home  Teacher,  like  other  workers,  cannot  have  her  aims 
and  purposes  too  clearly  outlined,  or  too  constantly  in  mind. 
The  underlying  aims  are  of  the  broadest. 

The  emphasis  of  effort  must  be  shifted  from  the  child  to  the 
parent,  and  the  liome  made  ihe  working  unit. 

There  must  be  a  distinct  effort  to  keep  the  mother  honored  by 
the  children.  A  help  to  this  end  is  the  explanation  and  inter- 
pretation, to  both,  of  the  Compulsory  School  Law,  which  often 
sadly  perplexes  the  parents,  and  encourages  the  children  to  feel 
that  the  parents'  authority  is  not  supreme.  Both  should  be  led 
to  confidence  in  the  school  as  the  source  of  friendliness  and  help. 
Later,  when  they  have  absorl)od  .-ome  ideas  of  democracy,  they  can 
be  brought  to  understand  that  the  school  is  theirs  because  it 
belongs  to  all  and  is  su])ported  by  all. 

While  specific  matters  of  health,  etc.,  will  need  to  receive  atten- 
tion, the  important  thing  is  gradually  to  raise  the  standards  of 
the  home.  It  must  alwavs  be  borne  in  mind  that  the  women  are 
following,  just  as  we  are,  the  manner  of  life  they  have  always 
seen  and  known.  They  have  neither  knowledge  nor  example  to 
suggest  anything  different,  and  the  dift'erent  way  may  not  at  fir.si: 
seem  better. 

Aims  — A  S  u  m aiaey 

1.  To  make  the  home  the  unit  uf  the  community,  with  special 
emphasis  on  the  mother. 

2.  To  link  up  home  and  school.  "  I  am  the  school,  coming  to 
this  home." 

3.  To  reach: 

a.  Families  with  children  in  scIidoI. 

b.  Families  with  yuimg  chiklren. 

c.  Other  communitv  wd'I:  if  ijviicticable. 


California  3445 

4.  To  iraprove  the  ideas  of  sanitation  and  personal  hygiene, 
suggestin^a;.  for  instance,  that  sausage  and  coffee  are  not  the  best 
diet  for  a  young  bahy. 

5.  Especially  to  raise  the  standards  of  the  home.  The  f^hil- 
dren  accept  as  part  of  the  course  of  nature  that  the  school  should 
be  clean  and  the  home  dirty. 

6.  To  keep  the  mother  honored  by  her  children. 

7.  To  enlarge  gradually  blind  acceptance  of  the  school  to  civic 
understanding  of  it.      "  We,  the  people  of  the  city,  do  this." 


suggp:sttoxs  to  boards  of  education 

1.  The  ])nblic  requires  education  in  the  importance  of  tliis 
work,  and  in  a  sym^jathetic  understanding  of  the  difficulties  of 
the  alien.  Children  spend  a  few  hours  in  the  school,  and  many 
in  the  home  and  public  interest  must  be  cultivated  to  include 
the  larcer  need. 

2.  Familiarity  with  the  situation  shows  that  the  Home  Teacher 
supplements  and  multiplies  the  effectiveness  of  the  school  in  many 
ways.  In  the  effort,  for  instance,  to  inculcate  personal  cleanli- 
ness, a  child  is  bathed  at  school,  but  if  he  goes  back  to  an  unclean 
house,  with  vermin  for  bedfellows,  he  must  return  to  the  school 
to  be  served  again  and  again.  When  in  a  schoolroom  of  twenty 
pupils,  fifteen  must  have  their  heads  cleaned,  it  is  manifestly 
the  homes  that  need  attention. 

3.  Methods  for  the  new  work  of  Home  Teaching  must  be 
worked  out  on  the  field,  and  not  in  an  office. 

4.  formal  schools,  upon  request  from  responsible  bodies,  would 
undoubtedly  begin  to  recognize  in  their  training  this  virtually 
new  profession. 

5.  Certain  equipment  and  supplies  are  required  by  the  Home 
Teacher  in  order  to  introduce  to  her  people  the  better  and  safer 
civilization  which  the  community  needs  they  should  acquire. 

6.  Experience  has  shown  that  in  certain  localities  a  Home 
Teacher's  school  serves  its  community  best  when  open  both  fore- 
noon and  afternoon,  that  the  women  may  come  when  their  family 
cares  make  it  possible. 

7.  One  of  the  qualification  of  a  school  principal  in  a  congested 
district  should  be  the  social  sense,  and  a  degree  of  social  knowl- 
edge, that  she  may  sj'mpathetically  co-operate  with  the  Home 
Teacher  who  may  be  put  into  her  field. 


3446  Citizens riip  Training  in  Other  States 

8.  Teachers  showing  the  peculiar  qualities  needed  for  home 
work  should  have  early  recognition,  and  be  encouraged  to  give 
their  attention  to  this  branch  of  their  profession,  for  the  Home 
Teacher  must  usually  be  evolved  on  the  field.  iShe  cannot  be 
created  by  resolution,  nor  can  she  at  present  be  imported. 


EQUIPMENT   FOR  THE  HOME  TEACHER 

It  would  be  as  unreasonable  to  expect  a  Home  Teacher  to  do 
good  work  without  adequate  equipment  as  to  expect  it  of  any 
other  teacher.  In  either  case,  it  is  true,  the  person  and  the 
method  are  more  important  than  anything  else  can  be,  but  even 
the  best  workman  does  better  work  with  suitable  tools. 

These  foreign  women  know  little  of  good  patterns  or  skillful 
cutting,  but  respond  to  the  charm  of  a  well-fitting  garment  which 
they  have  themselves  been  helped  to  make  from  material  at  the 
school.  Sometimes  their  homes  are  strangers  to  the  unifying 
influence  of  a  family  meal,  neatly  served  and  eaten  together. 
But  from  an  orderly  table  at  the  school,  with  a  white  cloth, 
bright  flowers  and  wholesome  food,  all  of  which  they  have  helped 
to  prepare,  the  women  will  learn  easily  and  happily  what  no 
abstract  teaching  could  ever  give  them.  The  hot  water  and  soap, 
the  white  towels  and  shining  dishes  which  they  use  in  the  school 
kitchen  are  silent  teachers  of  home  hygiene  whose  force  and  value 
cannot  be  spared. 

While  it  is  well  to  begin  the  Home  Teacher's  work  even  at  a 
disadvantage,  yet  it  is  wasteful  of  the  teacher's  strength  and 
devotion  to  deny  her  ample  equij)ment.  One  teacher  said:  "It 
isn't  fair  to  expect  me  to  do  this  difficult  work  with  bare  hands." 

Equipment — A  Summary 

1.  A  school  principal  thoroughly  in  sympathy  with  the  plan, 
and  ready  to  co-operate  in  every  way.  One  of  antagonistic  ideas 
would  make  work  practically  impossible. 

2.  Suitable  rooms  at  the  schoolhouse,  or  near-by,  for  group 
teaching  —  a  model  flat  or  cottage  if  ])ossi]ile.  They  should  be 
furnished  foi-  sewing,  and  for  cooking  and  serving  meals,  and 
shoukl  be  nuide  attractive,  but  very  simple,  that  the  women  may 
copy  at  home. 


Califoenia  3447 

3.  Laundry  facilities  provided  in  the  school  yard  will  make  it 
possible  to  teach  improved  methods,  which  for  economy  of  time, 
strength  and  fuel,  these  women  need  especially  to  know. 

4.  Some  provision  for  caring  for  the  babies  while  their  mothers 
are  in  classes.  If  there  is  no  school  nursery,  volunteer  help  may 
be  provided. 

5.  Material  from  some  source  to  be  used  in  sewing  and  cooking. 
Coming  through  the  school  it  does  not  pauperize.  The  Home 
Teacher  will  almost  certainlv  be  able  to  enlist  the  interest  of  some 
private  organization  for  this  purpose.  The  material  should  be 
of  the  most  simple  and  practical  kind  —  outing  flannel  for  the 
baby  garments,  and  inexpensive  goods  for  the  children's  dresses. 
Quite  small  remnants  and  pieces  can  be  utilized  by  a  resourceful 
teacher  to  make  comfortable  little  garments  and  show  the  women 
ways  of  thrift.  For  the  highly  prized  quilts,  to  meet  the  constant 
need  for  bedding,  there  is  required,  in  addition  to  the  pieces 
for  covering,  the  cotton  for  filling,  which  few  of  the  women  can 
buy,  and  which  the  teachers  should  not  be  left  to  supply  per- 
sonally, as  they  have  too  often  done  in  the  past. 

6.  Charts  and  pictures  and  cards,  with  some  provision  for 
making  additional  ones. 


HOW  TO  PROCURE  HOME  TEACHERS 

This  is  at  present  a  serious  question.  There  is  no  regular 
training  for  Home  Teachers  in  the  normal  schools,  and  therefore 
there  are  no  centers  from  which  thev  mav  be  drawn  as  needed. 
When  the  day  of  beginnings  is  past,  and  methods  are  standard- 
ized, then  training  will  be  given  and  teachers  can  be  secured  in 
the  usual  way.  But  at  present  each  community  must  create  its 
own  —  like  other  creations,  they  must  be  evolved.  Places  which 
are  interested  in  having  Home  Teachers  for  their  congested  dis- 
tricts must  keenly  observe  their  regular  teachers,  with  reference 
to  their  natural  fitness  for  the  new  work.  Even  more  than  for 
the  usual  teaching,  they  must  be  horn,  not  made.  In  general, 
look  for  a  woman  who  has  the  social  instinct,  with  a  personal 
approach  which  attracts,  and  invites  confidence.  She  should  have 
a  natural  honest  respect  for  the  personality  of  others,  independent 
of  their  circumstances,  and  no  tendency  to  condescend  to  any 
one.  She  must  have  "  a  heart  at  leisure  from  itself,"  that 
genuinely  warms  to  human  joy  and  sorrow,  with  an  irresistible 


3448  Citizenship  Training  in  Or  aim  States 

sympathetic  impulse  toward  friendly  help,  which  is  in  no  danger 
of  perfunctory  service. 

When  such  a  woman  is  found,  let  her  be  urged  to  turn  her 
attention  to  this  opening  work,  and  prepare  herself,  as  far  as 
present  facilities  permit,  to  enter  upon  it.  It  is  assumed  that 
any  board  of  education  will  be  more  than  ready  to  employ  her, 
and  she  can  join  the  other  pioneers  in  this  wide  new  field  of 
Americanizing  the  homes  of  our  citizens  of  tomorrow. 

Co-operating  Agencies 

It  seems  certain  that  work  backed  by  the  Board  of  Education, 
and  understood  to  be  definitely  connected  with  the  schools,  has 
a  peculiar  and  permanent  value,  partly  because  of  its  authority, 
stability  and  unity,  and  especially,  because  it  partakes  in  no 
degree  of  charity.  Yet  there  are  agencies  which  have  long  been 
doing  pioneer  work  in  the  field  of  home  service,  proving  its  value, 
as  almost  all  work  must  be  proved  for  the  public,  by  private 
initiative.  To  them  belongs  the  honor  of  the  early  vision  which 
saw  that  the  only  way  to  bring  these  strangers  into  larger  and 
better  living  was  to  show  them  such  living,  incarnated  in  those 
who  have  known  it.  Such  agencies  are  the  Settlements,  the 
Y.  W.  C.  A.,  the  Council  of  Jewish  Women,  the  D.  A.  R.,  the 
IMothers  Congress  and  Parent-Teachers  Association,  and  other 
activities,  both  private  and  municipal.  These  agencies  are  all 
working  for  patriotism,  and  trying  to  bring  the  foreign  woman 
into  a  real  American  atmos})here,  but  they  have  not  had  the 
advantage  of  a  vital  link  with  the  community  itself.  Such  a 
link  the  Home  Teacher  affords.  A  connection  with  the  schools 
can  vitalize  and  stabilize  the  independent  agencies,  while  tliey, 
in  turn,  can  furnish  things  much  needed  by  the  Home  Teacher, 
such  as  volunteer  helpers  for  her  group  work,  which  just  in  pro- 
portion to  her  success  she  requires.  Especially  they  help  keep  her 
view  fresh  and  unformal. 

From  both  points  of  view,  nothing  is  more  desirable  than  the 
most  complete  and  cordial  co-operation  between  the  Home 
Teacher  and  all  agencies  in  the  field. 

Results  to  be   Expected 
The  results  of  home  work  are  not  swift  or  spectacular,  but  they 
are  in  wholesome  and  vital  directions,  and  they  are  results  which 
cannot  be  secured  in  any  other  way. 


California  3449 

1.  A  restored  balance  of  family  authority,  with  its  command 
once  more  in  the  hands  of  the  parents. 

2.  A  more  intelligent  response  to  the  demands  of  society. 

o.  Improved  morals  and  gentler  manners  in  our  citizens  of 
tomorrow. 

4.  Better  standards  of  sanitation  and  health  in  foreign  neigh- 
borhoods, tending  to  conserve  the  safety  of  the  larger  community. 

5.  A  wider  horizon,  and  therefore  increased  happiness,  for  a 
large  body  of  our  people,  those  who  have  come  to  us  hoping  for 
the  best  things. 

6.  An  increased  knowledge  of  what  "America"  means,  and 
of  the  duties  and  responsibilities  of  its  people. 

7.  If  the  teacher  be  wise  and  large  minded,  she  cannot  only 
help  the  alien  to  absorb  what  we  have  to  give,  but  can  bring  back 
to  us  a  fund  of  knowledge  concerning  him.  and  open  a  channel 
for  what  he  and  his  civilization  have  to  offer  us. 


PRACTICAL    EXPERIENCE    AND    PERSONAL    TESTIMONY 

1 .    Foreword 

While  the  Home  Tencher  plan  is  in  its  early  stages,  and  its 
methods  are  not  yet  completely  standardized,  it  by  no  means 
entirely  lacks  practical  demonstration.  There  were  ten  Home 
Teachers  last  year  in  various  cities  of  California  —  San  Fran- 
cisco, Los  Angeles,  Sacramento,  Ontario  and  South  Pasadena  — 
and  others  have  begun  work  this  school  year  in  Oakland,  in 
Tulare  County,  and  in  Santa  Barbara,  until  there  are  now  in 
the  field  twenty  official  Home  Teachers. 

Much  practical  Home  Teacher  work  is  being  done  under  other 
names,  both  by  teachers  and  by  outside  social  workers. 

While  perhaps  no  one  of  these  has  united  every  qualification 
for  ideal  work,  some  of  them  have  had  conspicuous  success. 


16.  Letter  from  Rachel  E.  Surer  of  the  State  Commission  of  Immi- 
gration and  Housing   of  California,   Los  Angeles,   January   8, 
1920. 

"  This  is  what  has  been  accomplished.  The  home  teacher 
bill  was  passed  at  the  initiative  and  persistence  of  IMrs. 
Frank  Gib'on,  the  m?st  artjve  of  our  commissioners.     Then 


3450  Citizenship  Training  in  Other  States 

a  combination  was  formed  between  our  Commission,  the 
State  University  Extension  and  the  State  Board  of  Educa- 
tion for  the  purpose  of  co-operating  in  the  solution  of  the 
problem  and  in  evolving  a  modus  opermidi.  The  first  step 
was  the  appointing  of  Miss  Ethel  Richardson,  the  Commis- 
sion's educational  expert,  as  Assistant  Superintendent  of 
Public  Instruction.  She  has  charge  of  the  Americanization 
work  throughout  the  state.  About  the  same  time  the  Uni- 
versity Extension,  at  the  request  of  the  Immigration  Commis- 
sion who  planned  the  work,  offered  an  intensive  course  for 
the  training  of  Americanization  workers.  John  Collier  of 
New  York,  the  authority  on  community  organization,  was 
brought  out  here  as  head  lecturer.  That  man  is  marvelous, 
the  most  inspirational  and  understanding  speaker  I  have 
ever  been  privileged  to  listen  to.  But  let  me  not  digress. 
The  Americanization  course  comprised: 

'Americanization,  its  scope  and  methods,  Dr.  Collier. 
"Housing  and  community  study.  Dr.  Carol  Aronovici. 
"Americanization  in  industry,  Mr.  Kelly. 
"American  ideals  historically  traced,  Mr.   Klingberg. 
"  Teaching  English  to  foreigners.  Miss  Baughman. 
"  Field  Work,  under  the  direction  of  Miss  Richardson. 

"  The  course  was  first  given  in  Los  Angeles,  has  now  gone 
to  Fresno  and  is  to  proceed  to  'San  Francisco.  It  is  hopcvl 
to,  temporarily  at  least,  make  it  an  itinerant  normal  school 
for  training  Americanization  workers.  In  connection  with 
the  course  are  held  seminars  for  the  purpose  of  applying 
principles  to  local  problems. 

"Our  immigration  problem  out  here  consists  mainly  of 
Mexicans,  with  the  Japanese  looming  up  as  a  state,  problem. 
Our  foreigners,  unlike  those  investigated  by  your  Lusk  Com- 
mittee, do  not  form  a  menace  as  red-torch  anarchists.  There 
is  the  racial  problem  of  the  law-abiding  Oriental  which 
California  will  evidently  have  to  solve  without  help  from 
other  states  in  the  Union,  if  not  with  the  positive  antagonism 
of  the  Federal  authorities.  Our  peculiar  position  as  a  bal- 
ance state  may  help  us  there.  The  other  phase  is  the  rela- 
tion of  our  helpless  immigrant  to  a  greedy  and  unsympa- 
fbotic  community.  There  the  attitude  of  the  State  Immigra- 
tion Commission  seems  to  be  protective.      In  ^  os  Angeles, 


Cat.ifoknia  3451 

at  least,  the  immigrant  lias  learned  to  appeal  to  the  Com- 
mission as  an  omnipotent  benevolent  organization,  capable 
of  solving  all  his  perplexities  be  they  marital,  economic  or 
social.  It  is  quite  a  daily  occurrence  to  have  some  panic- 
stricken  Mexican  plead  with  our  office  manager  to  get  some 
member  of  his  family  out  of  jail. 

"  Through  its  wise  and  comprehending  policy,  a  policy 
mainly  evolved  through  the  far-sightedness  of  our  Mrs.  Gib- 
son, the  Commission  has  won  not  only  the  confidence  of  the 
immigrant  but  the  co-operation  of  other  state  bodies,  which 
renders  its  work  most  effective." 


I 


CHAPTER  V 
Colorado 


Mary  C.  C.  Eradford,  State  Sicpermteinlent  of  Public  Insti-uc- 
tion,  Denver.  Letter,  October  27,  1919.  ''The  School 
Laws  Annotated  of  the  State  of  Colorado,  as  amended  to 
date,  Jnne  30,  1917."  "Educational  Laws,  Passed  by  the 
Twenlv-Second  General  Assembly,  1919.'" 

1,  State  Legislation  —  Compulsion  for  Minors,  for  Minors  of  Employ- 
ment Age,  and  for  Minors  Between  Sixteen  and  Twenty-one 

School  Laws 

Section  72.  Compulsory  education. —  The  general  assembly 
may  require,  by  law.  that  every  child  of  sufficient  mental  and 
physical  ability,  shall  attend  the  public  school,  during  the  period 
between  the  ages  of  six  and  eighteen  years,  for  a  time  equivalent 
to  three  years,  unless  educated  by  other  means. 

Section  73.  Children  sent  to  school;  exception;  appeal. —  That 
in  all  school  districts  of  this  state,  all  parents,  guardians  and  other 
persons  having  care  of  children  shall  instruct  them,  or  cause  them 
to  be  instructed,  in  reading,  writing,  spelling,  English  grammar, 
geography  and  arithmetic.  In  such  districts,  every  parent, 
guardian  or  other  person  having  charge  of  any  child  between  the 
ages  of  eight  and  sixteen  years,  shall  send  such  child  tt^  a  public, 
private  or  parochial  school  for  the  entire  school  year  during  which 
the  public  schools  are  in  session  in  such  districts;  provided,  how- 
ever, that  this  act  shall  not  apply  to  children  over  fourteen  years 
of  age  where  such  child  shall  have  completed  the  eighth  grade, 
or  may  be  eligible  to  enter  any  high  school  in  such  district,  or 
where  its  help  is  necessary  for  its  own  or  its  parent's  support, 
or  where  for  good  cause  shown  it  would  be  for  the  best  interests 
of  such  child  to  be  relieved  from  the  ju'ovisions  of  this  act;  pro- 
vided, further,  that  if  such  child  is  being  suthciently  instructed 
at  homo  by  a  person  qualitied,  such  child  shall  not  be  subject  to 
the  provisions  of  this  act;  and  provided,  further,  that  if  a 
reputable  physician  within  the  district  shall  cerlify  in  writing 
that  the  child's  bodily  oi-  mental  condition  does  not  permit  its 
attendance  at  school,  such  child  shall  be  e\t'm])t  during  such 
period  of  disability  from  the  icquiiements  of  this  act.      It  shall 

[3452J 


Colorado  3453 

be  the  duty  of  the  superintendent  of  the  school  district,  if  there 
be  such  superintendent,  and,  if  not,  then  the  county  superintend- 
ent of  schools,  to  hear  and  determine  all  applications  of  children 
desiring  for  any  of  the  causes  mentioned  herein  to  be  exempted 
from  the  provisions  of  this  act,  and  if  upon  such  application  such 
superintendent  hearing  the  same  shall  be  of  the  opinion  that  such 
child  is  for  any  reason  entitled  to  be  exempted  as  aforesaid, 
then  such  superintendent  shall  issue  a  written  permit  to  such 
child,  stating  therein  his  reasons  for  such  exemption.  An  appeal 
may  be  taken  from  the  decision  of  such  superintendent  so  passing 
upon  such  application  to  the  county  court  of  the  county  in  which 
such  district  lies,  upon  such  child  making  such  application  and 
filing  the  same  with  the  clerk  or  judge  of  said  court  within  ten 
days  after  its  refusal  by  such  superintendent,  for  which  no  fee 
to  exceed  the  sum  of  one  dollar  shall  be  charged,  and  the  decision 
of  the  county  court  shall  be  tinal.  An  application  for  release 
from  the  provisions  of  this  act  shall  not  be  renewed  oftener  than 
once  in  three  months. 

Section  75.  Minors  between  fourteen  and  sixteen  must  read 
and  write;  duty  of  employer;  penalty.  All  minors  over  the  age 
of  fourteen  years  and  under  the  age  of  sixteen  years  who  cannot 
read  and  write  the  English  language,  shall  attend  school  at  least 
one-half  day  of  each  day,  or  attend  a  public  night  school,  or  take 
regular  private  instruction  from  some  person  qualiiied,  in  the 
opinion  of  the  county  superintendent  of  schools,  in  which  such 
district  or  the  greater  portion  of  the  same  lies,  until  such  minor 
obtains  a  certificate  from  such  superintendent  that  he  or  she  can 
^ead  at  sight  and  write  legibly,  simple  sentences  in  English. 
Every  employer  employing  or  having  in  employment  any  such 
minor  shall  exact  as  a  condition  of  employment  the  school  attend- 
ance or  instruction  required  by  this  section,  and  shall  on  request 
of  the  truant  otficer  furnish  the  evidence  that  such  minor  is 
complying  with  the  requirements  of  this  section.  Every  employer 
failing  to  comply  with  the  requirements  of  this  section  as  to  any 
minor  employed  by  him  or  in  his  employ,  shall  be  fined  not  less 
than  twenty-five  dollars,  and  not  more  than  one  hundred  dollars; 
provided,  that  any  employer  with  the  approval  or  consent  of  the 
county  superintendent  of  schools  may  make  provision  for  the 
private  instruction  of  minors  in  his  employ. 


3454  Citizenship  Training  in  Other  States 

2.  State  Legislation — Flags 
ScJiool  Law 

Section  l7l.  The  school  directors  of  the  several  school  districts 
in  this  state  may  purchase  or  cause  to  be  purchased  a  suitable 
American  flag  of  standard  bunting,  not  less  than  eight  by  twelve 
feet  in  size,  and  they  may  erect  and  maintain  or  cause  to  be 
erected  and  maintained  upon  each  public  school  building  or  the 
grounds  belonging  thereto,  a  suitable  flagstaff  with  the  necessary 
appliances  for  displaying  said  flags,  and  may  cause  said  flag 
to  be  displayed  upon  said  staff  upon  all  national  and  state  holi- 
days, the  first  and  last  days  of  each  school  term,  and  such  other 
occasions  as  such  school  directors  shall  prescribe. 

Section  172.  Every  school  within  this  state  may  have  placed 
and  kept  in  a  conspicuous  position  in  each  department  thereof 
at  least  one  American  flag  of  standard  bunting,  not  less  than  three 
by  five  feet  in  size. 

Section  173.  It  shall  be  lawful  for  the  school  directors  of  each 
school  district  in  this  state  to  pay  for  said  flags  and  staffs  and 
to  provide  for  the  proper  care  and  maintenance  of  the  same, 
from  any  special  school  funds  which  they  may  have  in  their 
hands  nr  which  may  be  subject  to  their  order,  or  to  include  the 
expense  thereof  in  the  next  annual  estimate  for  school  expenses, 
or  in  any  tax  levy  for  school  purposes;  and  the  expense  thereof 
for  any  public  school  shall  be  met  by  said  directors  or  other 
ofiicers  charged  with  the  duty  of  raising  or  appropriating  any 
money  for  school  purposes  as  any  other  necessary  expenses  or 
expenditures  for  school  purposes  are  raised. 

Section  174.  This  act  shall  be  held  to  apply  to  all  institutions 
directly  or  indirectly  under  the  control  of  the  State  of  Colorado 
or  any  of  its  ofiicers,  and  it  shall  be  the  duty  of  such  officer  to  see 
that  this  act  is  complied  with. 

Section  175.  Any  person  who  shall  wilfully  injure,  deface,  or 
destroy  any  flag,  flagstaff,  or  other  material  placed  in  any  room 
or  building  or  upon  any  building  or  school  grounds  for  the  carry- 
ing out  of  this  act  shall  be  deemed  guilty  of  a  misdemeanor  and 
punished  accordingly. 

Section  176.  It  shall  be  the  duty  of  the  superintendent  of 
public  instruction  to  publish  this  act  in  connection  with  the  school 
law  of  this  state. 

Section  177.  It  shall  be  unlawful  to  display  any  flag  upon  any 
state,   county   or   municipal   buildings    in    this   state,   except   the 


Colorado  3455 

flags  of  the  United  States;  provided,  however,  that  whenever 
any  foreio:ner  shall  hecome  the  guest  of  the  United  States,  or  of 
the  State  of  Colorado,  or  of  any  city  of  this  state,  or  upon  the 
occasion  of  the  visit  of  any  foreign  minister,  envoy  or  ambassador 
in  his  official  or  representative  capacity,  the  flag  of  the  country 
of  which  such  person  shall  be  a  citizen  may  he  displayed  upon 
such  public  buildings;  and  it  shall  be  unlawful  to  display  the 
flag  of  any  anarchistic  society  upon  any  public  or  private  build- 
ing or  in  any  street  procession  or  parade  within  the  State  of 
Colorado. 

3.  State  legislation  —  English  Language 

To  Amend  Section  6010  of  the  Revised  Statutes  of  1908,  Con- 
cerning Public  Schools. 

Section  6010.  Instructions  in  the  common  branches  of  study 
of  the  public  elementary  schools  of  this  state  shall  be  conducted 
through  the  medium  of  the  English  language  only,  nor  shall  any 
other  than  the  English  language  be  taught  as  a  separate  and  dis- 
tinct branch  of  itself. 

During  the  time  that  the  public  schools  of  the  district  in  which 
he  is  a  resident  are  in  session,  no  child  of  school  age  who  has 
not  completed  the  eighth  grade  shall  be  permitted  to  attend  any 
school  where  the  common  branches  are  not  taught  in  the  English 
language. 

4.   Citizenship  Training  Program 

Letter  from  Mary  C.  C.  Bradford,  State  Superintendent  of 
Public  Instruction,  Denver,  October  27,  1919 : 

''  The  subject  of  'Americanization '  is  being  taught  in  all 
of  the  schools  and  it  is  being  particularly  emphasized  by 
this  department  in  the  rural  schools  of  the  state  and  is 
required  of  all  schools  before  they  can  become  standardized. 
In  addition,  there  is  a  committee  of  fifteen  headed  by 
Professor  Loran  D.  Osborn,  director  of  the  Extension  Divi- 
sion, University  of  Colorado,  Boulder,  which  is  in  charge 
of  a  state-wide  campaign.  The  social  service  department 
of  the  Woman's  Club  of  Denver  is  also  doing  active  work 
along  that  line.  In  fact,  the  women's  clubs  all  over  the 
state  are  doing  real  work  along  this  line.  The  details  of 
their  plans  are  not  in  this  ofhce  or  we  should  be  glad  to  send 
them  to  you." 


3456  Citizenship  Training  in  Other  States 

Letter  from  Henry  R.  Spangler,  Secretary,  Bureau  of  Amer- 
icanization, University  of  Colorado,  Boulder,  November  24, 
1919: 

"  The  Americanization  work  in  the  State  of  Colorado  is 
at  present  being  fostered  by  the  State  Committee  on  Ameri- 
icanization,  composed  of  twelve  members.  The  Committee 
is  attempting  to  have  a  compulsory  education  law  passed 
in  the  State  of  Colorado  similar  to  Utah's  law.  We  believe 
that  the  proper  persons  to  conduct  the  work  of  compulsory 
education  are  the  public  school  systems.  We  recently  had 
meetings  of  senators  and  representatives  in  regard  to  this 
law  and  most  of  them  are  in  favor  of  such  a  law  in  Colorado. 

"  The  Committee  has  made  arrangements  for  a  foreign 
census  to  be  taken  in  Colorado.  The  University  will  make 
a  foreign  population  map,  copies  of  which  we  hope  will 
be  available. 

"  The  State  Committee  has  held  two  conferences  on  Amer- 
icanization, both  of  which  have  been  entirely  successful, 
causing  considerable  discussion  upon  this  vital  subject. 

"  There  are  many  agencies  at  work  in  Colorado  on  Amer- 
icanization, but  the  difficulty  lies  in  the  fact  that  many 
organizations  cover  the  same  ground  that  other  organizations 
cover.  The  work  is  duplicated  and  much  effort  is  wasted. 
The  Committee  is  endeavoring  to  secure  a  closer  co-operation 
and  correlation  in  the  Americanization  program,  and  so  far 
they  have  succeeded  very  well  indeed.  Briefly  stated  the 
organization  of  the  work  in  Colorado  is  as  follows:  The 
work  to  be  done  has  been  divided  into  three  main  divisions, 
namely,  work  among  men,  work  in  the  home,  and  work 
among  women,  all  three  constituting  Community  American- 
ization as  a  possible  fourth  division.  We  are  trying  to  get 
those  agencies  who  are  going  to  do  Americanization  work 
with  the  men  to  co-operate  with  each  other.  We  are  trying 
to  do  the  same  thing  in  the  home  and  the  work  among 
women.  So  far  the  plan  seems  to  be  working  out  very  well 
indeed. 

"  I  will  send  you  a  copy  of  the  letter  which  we  sent  out 
to  the  state  senators  and  representatives  recently  in  regard 
to  the  state  education  law,  which  I  think  will  be  of  interest 
to  vou. 


Colorado  3457 

"The  night  schools  for  foreigners  in  Colorado  have  been 
going  very  slowly  this  year.  Only  five,  up  to  this  date, 
have  been  organized  and  are  holding  classes  regularly.  The 
strike  situation  seems  to  have  hindered  this  work  very 
greatly. 

"  The  State  University  through  its  Bureau  of  American- 
ization has  an  agreement  with  the  Bureau  of  Naturalization 
to  assume  the  educational  supervision  of  all  classes  organized 
by  them.  The  Bureau  of  Americanization  is  getting 
together  a  speakers  bureau,  the  object  being  to  furnish 
speakers  on  Americanization  subjects  all  over  the  state.  We 
are  fostering  the  idea  of  community  pageants.  We  are 
carrying  on  a  regular  campaign  of  circularizing  public  school 
boards,  superintendents,  principals,  and  teachers,  by  which 
means  we  hope  to  keep  alive  their  interest  in  the  work." 

Letter  sent  to  Senators  and  Representatives  of  Colorado: 

"HoNOEABLE  SiR. — All  of  the  interests  in  Colorado' 
actively  engaged  in  any  form  of  Americanization  work  were 
recently  brought  together  in  a  conference  in  Boulder.  These 
interests  represented  the  Federal  and  State  governments, 
educational  institutions,  and  a  number  of  clubs,  societies, 
and  corporations.  It  was  the  unanimous  feeling  of  these 
representatives  that  Colorado  should  enact  a  law  similar 
to  that  now  in  force  in  Utah  for  the  compulsory  education 
of  adult  foreigners  residing  in  this  state.  A  copy  of  the 
Utah  law  is  sent  herewith. 

"  The  matter  has  been  laid  before  Governor  Shoup  and 
has  received  his  unqualified  endorsement.  It  is  proposed 
to  bring  the  proposition  before  the  Colorado  Legislature  at 
the  forthcoming  special  session.  It  is  the  suggestion  of  the 
Governor  that  the  matter  be  laid  before  the  members  of  the 
Legislature  in  advance  for  consideration. 

"As  chairman  of  the  General  Americanization  Committee 
of  the  State,  I  am  writing  to  secure  an  expression  of  your 
views.  I  should  very  much  appreciate  it  if  you  would  write 
me  at  once,  stating  whether  you  are  in  favor  of  a  law  for 
Colorado  similar  to  the  one  now  in  operation  in  Utah. 

"  Yours  very  truly, 
'^Chairman,  General  Americanization  Committee." 


CHAPTER   VI 

Connecticut 


(Complete  School  Law  not  available.) 
1.   State  Leg-islation  —  Minors  of  Employment  Age 

Chapter  198 
An  Act  ConceiTiing  Evening  School  Attendanc-e 

Section  1.  Every  child  between  fourteen  and  sixteen  years 
of  age,  residing  in  a  city,  town  or  district  in  which  public  even- 
ing schools  are  maintained,  in  possession  of  an  employment 
certihcate  issued  under  the  provisons  of  the  general  statues  and 
who  has  not  completed  such  course  of  study  as  is  re(]uired  for 
graduation  from  the  elementary  public  schools  of  such  city,  town 
or  district,  shall  attend  the  public  evening  schools  of  such  city, 
town  or  district,  or  other  evening  schools  offering  an  equivalent 
course  of  instruction,  for  not  less  than  eight  hours  each  week,  for 
a  period  of  not  less  than  sixteen  weeks  in  each  calendar  year, 
unless  released  from  such  requirement  by  the  board  of  school 
visitors,  town  school  committee  or  board  of  education.  The 
employer  of  any  such  child  shall  keep  on  file  in  the  place  where 
such  child  is  employed,  an  evening  school  certificate,  issued  as 
hereinafter  provided,  certifying  that  such  child  is  attending  an 
evening  school  as  required  under  the  provisions  of  this  section, 
which  certificate  may,  at  any  time,  be  inspected  by  tlie  school 
authorities. 

§  2.  The  board  of  school  visitors,  town  school  committee  or 
board  of  education  or  an  authorized  representative  of  such  school 
authority,  shall  issue  to  each  child  attending  an  evening  school  in 
compliance  with  the  provisions  of  section  one,  a  certificate  at  least 
once  each  month  such  evening  school  is  in  session  and  at  the  close 
of  the  term  of  such  school,  provided  the  number  of  hours  and  weeks 
of  such  attendance  shall  constitute  at  least  as  large  a  part  of  the 
period  during  which  such  school  has  been  in  session  as  eight  hours 
per  week  for  sixteen  weeks  is  of  the  number  of  hours  and  weeks 
during  which  such  school  shall  be  in  session  for  such  calendar  year. 
Such  certificate  shall  state  the  number  of  hours  per  week  and  the 
number  of  weeks  such  child  has  attended  such  school. 

§  3.  If  any  child  shall  violate  any  provision  of  section  one, 
his  parent  or  guardian  shall  be  fined,  for  each  week  such  violation 
shall  continue,  not  more  than  five  dollars.  Any  person,  firm  or 
corporation,  or  any  ofiicer,  manager,  superintendent  or  employee 

[3458] 


Co^"XECTIcuT  3459 

acting  in  its  behalf,  wlio  shall  fail  to  comply  with  the  provisions 
of  section  one  concerning  the  certificate  therein  required,  shall 
be  fined,  for  a  first  o;Teuse,  not  less  than  twenty  dollars  nor  more 
than  fifty  dollars  and,  for  each  subsequent  offense,  not  less  than 
fifty  dollars  nor  more  than  two  hundred  dollars. 

2.  Population  Figures 

Population  figures  based  upon  the  1910  census: 

328,759  of  foreign  birth. 
617,671  of  foreign  birth   and   parentage. 

200,000  of  foreign  birth  engaged  in  gainful  occupations  (50  per 
per  cent,  of  employees  in  the  state). 

67,327  unable  to  speak  English. 

49,202  unable  to  read  and  write  in  any  language. 

85,000  men  from  18  to  45,  of  military  age,  unnaturalized. 

3.  Letter  from  Robert  C.  Deming,  Director,  Department  of  Ameri- 
canization, Hartford,  October  27,  1919: 

"  The  Department  of  Americanization  in  this  state  is  a 
branch  of  the  State  Board  of  Education  and  is  conducted 
by  me.  We  have  a  very  limited  appropriation  of  $50,000 
for  two  years,  and  approximately  $11,000  must  be  taken  out 
for  office  and  departmental  expenses,  there  is  approximately 
$14,000  for  local  assistance. 

"Of  the  168  towns  in  the  state  we  expect  to  have  between 
130  and  140  with  appointed  directors  of  Americanization. 
These  directors  are  appointed  by  local  school  boards  after 
being  designated  by  this  office  as  requiring  such  a  director, 
and  such  appointments  are  approved  by  this  department. 
The  state  pays  only  a  certain  percentage  of  the  salary  of 
each  director  so  appointed.  The  rural  towns  in  the  state 
are  handled  by  the  state  supervisory  system,  each  supervisor 
being  appointed  the  Americanization  agent  in  such  towns. 
The  work  is  thus  handled  properly  and  most  efficiently  with 
a  minimum  expense.  We  are  conducting  work  through  the 
factories,  through  the  churches,  through  civic  organizations, 
through  women's  clubs  and  all  organizations,  and  primarily 
through  increasing  attendance  at  evening  schools. 

"We  have  a  $4  appropriation  for  each  pupil  in  average 
attendance  of  75  sessions  at  our  evening  schools  which 
encourages  such  attendance  in  the  dift'erent  towns.  The 
appropriation  last  year  was  $2.25  per  pupil." 


3460  Citizenship  Training  in  Other  States 

4.  Letter  from  Stanley  H.  Holmes,  Superintendent  of  Schools,  New 
Britain,  November  7,  1919: 

"  In  this  city  we  are  carrying  on  the  Americanization 
work  under  the  joint  auspices  of  the  School  Board  and  a 
Committee  of  One  Hundred  of  the  Chamber  of  Commerce. 
This  Committee  of  One  Hundred  includes  in  its  membership 
prominent  individuals  representing  different  racial  groups, 
as  well  as  a  good  majority  of  native-bom  citizens. 

"  There  is  an  Executive  Committee  of  twenty-five,  ten  of 
whom  are  women.  This  Committee  jointly  with  the  Board 
of  Education  appoints  a  director  of  Americanization  who  is 
also  supervisor  of  Elementary  Evening  Schools.  This 
director,  Mr.  Francis  P.  O'Brien,  devotes  all  of  his  time 
to  the  Americanization  and  evening  school  work  and  is  doing 
a  good  work.  The  superintendent  of  schools  is  chairman 
of  the  Committee  on  Americanization  and  exercises  a  general 
oversight  of  all  Americanization  activities. 

"  I  do  not  favor  compulsory  night  school  attendance  for 
adult   foreigners.     Voluntary    attendance   is   much   better. 
I  do  favor  compulsory  attendance  for  those  under  twenty-one 
who  need  the  help  of  the  evening  schools." 

5.   Duties  of  a  Local  Director  of  Americanization 
Circular  Letter  No.   1 

Hartford,  Conn.,  August  14,  1919. 

As  there  have  been  requests  for  information  as  to  the  work 
that  a  director  of  Americanization  can  do  in  a  local  community, 
the  following  is  a  brief  outline  of  the  lines  of  endeavor. 

1.  Consult  the  local  Americanization  Committee,  if  any,  and 
through  them  get  acquainted  with  the  racial  groups,  organiza- 
tions, etc.  If  no  such  committee  exists,  one  should  be  formed 
at  once  as  an  advisory  body  of  seven  or  eight  members  representa- 
tive of  education,  commerce,  labor,  church,  etc. 

2.  Conduct  a  brief  survey  to  ascertain  the  approximate  num- 
ber unable  to  read  and  write  English,  their  location,  nationality, 
occupations,  etc. 

3.  Conduct  an  evening  school  publicity  campaign  by  means 
of  posters,  advertisements,  handbills,  newspapers,  speakers,  etc., 
through  public  buildings  and  factories.     Classes  in  English  can 


CoNiSrECTicuT  3461 

he  conducted  in  schoolhouses,  factories,  in  the  home,  lodge  rooms, 
wherever  convenient.  In  these  classes  with  English  as  a  basic 
vocabulary. 

American  Ideals  can  be  taught. 

History.     Beginning   with    an   understanding   of   the   basic 
principles  upon  which  this  government  was  founded, 
of  the  public  services  of  our  great  men,  and  with  the 
leading  and  important  dates  only  which  mark  the  great 
epochs  and  designate  our  national  holidays. 
American  Institutions.     Emphasis  should  be  placed  on  our 
Free  Public  Schools,  the  institution  of  all  people. 
Freedom  of  Worship,  as  distinct  from  the  state. 
Free  Speech,  a  God-given  privilege. 
A  Free  Ballot,  the  right  of  every  American  citizen. 
Cowts  of  Justice,  with  equality  for  all,  for  rich  and  poor, 
for  American  and  foreign-born  alike. 
Our  Government.     Without  kings  or  nobles,  where  the  indi- 
vidual has  his  responsibility  in  shaping  the  laws.     Also 
the  local  community  government  and  the  duties  of  the 
local  authorities  should  be  studied. 
Americam  Standards  of  Living  should  be  taught  in  relation 
to   health,   food,    dress,    streets,    alleys,    sanitation,    etc. 
All   un-American   customs   should   be   decried   such   as 
laxity  in  observing  the  sanctity  of  the  Sabbath,  the  cele- 
bration of  national  holidays  through  the  means  of  con- 
sumption of  over-allowances  of  liquor,  etc. 

4.  Co-ordinate  all  existing  agencies  doing  Americanization 
work  such  as  women's  clubs,  the  Public  Library,  Y.  M.  C.  A., 
settlement  houses,  D,  A.  R.,  the  K.  of  C,  etc.  The  American 
Red  Cross  will  be  of  great  assistance. 

5.  Bring  the  native  and  foreign  born  into  a  better  understand- 
ing, at  the  same  time  showing  the  interdependence  of  the  employer 
and  the  employee. 

6.  Meet  the  prominent  employers  of  the  town  and  secure  their 
co-operation  in  all  ways,  industrial,  financial,  educational. 

7.  Meet  the  foremen  in  the  factories,  thei  labor  leaders,  conduct 
plant  meetings. 

8.  Form  a  speakers'  bureau,  secure  interpreters  as  aids. 

9.  Have  a  bureau  of  information  where  legal  advice  and  infor- 
mation regarding  money  matters  can  be  obtained. 


3462  Citizenship  Training  in  Other  States 

10.  Afford  protection  against  exploitation  in  all  forms. 

11.  Counteract  anti-American  propaganda  in  all  fomis, 
insidious   misrepresentation. 

12.  Get  in  touch  with  all  local  newspapers,  especially  those 
in  a  foreign  language. 

13.  Secure  the  close  co-operation  of  the  clergy  who  will  aid  in 
evei*y  way. 

14.  Hold  public  mass  meetings  and  rallies  of  racial  and 
national  groups. 

15.  Assist  the  foreigner  at  railway  stations. 

16.  Americanize  the  American-born  to  recognize  the  rights  of 
the  foreign-born,  their  ideals,  sacrifices  and  struggles,  to  be 
sympathetic  in  an  intelligent  manner. 

17.  The  final  aim  of  Americanization  is  the  making  of  real 
Americans  fit  for  citizensMp,  those  men  and  women  from  foreign 
lands  who  renounce  allegiance  to  the  country  of  their  birth,  learn 
the  English  language,  accept  American  ideals,  and  become  citizens 
of  the  United  States. 

Egbert  C.  De:.iing, 

State  Director  of  Americanization. 

6.   Americanization  Work  in  Rural  Communities 
Americanization  Department  —  Circular  Letter  No.  2 

1.  First  get  in  touch  with  the  local  officials  and  leaders  and  ascer- 
tain from  them  the  number  and  location  of  those  in  the  town 
unable  to  speak  English.  For  this  purpose  the  town  clerk,  select- 
men and  influential  citizens  can  probably  give  you  the  name  of 
every  such  inhabitant  of  the  town  and  their  location.  Obtain 
also  the  names  of  the  registrants  and  draftees  of  foreign  birth 
from  the  local  draft  board.  Consult  local  racial  leaders,  the 
visiting  nurse  and  inquire  directly  of  the  children  in  school. 
Also  consult  your  Americanization  Committee  if  any. 

A    IN^EIOHBOEHOOD    ScHOOL    WhEREVER    POSSIBLE 

2.  With  this  information  you  can  decide  as  to  the  need  of  a 
neighborhood  or  evening  school  and  its  location.  Four  or  five 
at  such  a  school  will  be  decidedly  worth  while.  Remember  that 
with  the  school  once  opened  and  successful  others  will  come. 
Present  this  information  to  your  school  committee,  emphasizing 
the  great  need  of  such  work  at  this  time  and  the  great  advantages 
for  all  concerned.  Call  attention  to  the  $4  state  rebate  for  each 
pupil  in  average  attendance  for  75  sessions  and  point  out  that 


Connecticut  346 


o 


$20t)  to  $250  will  take  care  of  the  complete  session  including  the 
service  of  a  janitor  each  night.  With  a  teacher  at  $2  per  session 
the  cost  might  not  he  greater  than  $150,  Those  in  the  country 
should  not  be  denied  the  privileges  of  those  in  the  city.  Obtain 
your  appropriation.  A  representative  of  the  Americanization 
Department  will  consult  your  Committee  if  unconvinced. 

3.  Locate  your  school  with  the  best  available  teacher  and  open 
it.  The  following  is  a  suggested  time  schedule.  A  Course  of 
Study  and  Syllabus  will  be  sent. 

A  Suggested  Time  Schedule 

Minutes  per  Evening 

First         Second  Third 

year  year  year 

Themes  topics    30  30  30 

Conversational  exercises    15  10  10 

Eeading  (books,  signs,  newspapers,  etc.)....  20  25  25 
Writing  (copy  work,  spelling,  dictation,  letter 

composition)    20  25  25 

Phonics    5  5  3 

Memory  work 10  10  10 

Physical  exercise   5  3  3 

Civics  per  week 15  20  25 

Dictionary .  .  10 

Arithmetic  per  week 15  15 


Note. —  iSTo  time  is  here  allotted  for  geography  and  history 
since  these  subjects  are  taken  in  connection  with  reading,  con- 
versation, etc. 

4.  With  the  information  previously  obtained  conduct  a  careful 
campaign  to  influence  attendance,  exhausting  all  means  starting 
with  the  persuapive  powers  of  the  racial  leaders'  correspondence 
and  concluding  with  a  personal  visit.  The  personal  contact  and 
interest  is  most  effective. 

5.  If  you  are  unable  to  succeed  in  starting  such  a  school  report 
to  this  office. 

Where  a  School  Is  Impossible 

6.  Wherever  a  school  cannot  be  opened  the  following  program 
should  be  adopted: 

a.  Gather  those  of  the  community  who  are  accessible  into 
group  meetings,  social  gatherings.     You  will  find  that  many  will 


3464  CiTizEA^SHiP  Teaiis^ing  in  Other  States 

come  from  long  distances  for  this  form  of  entertainment.  Any 
place  will  suffice  that  will  bring  the  native  and  foreign  elements 
together  for  a  common  purpose  and  interest.  Parent-teacher 
associations,  Y.  M.  C.  A.,  Y.  W.  C.  A.,  K.  of  C.  Eed  Cross, 
D.  A.  H.,  church  officials,  county  agricultural  agencies,  women's 
clubs,  or  any  local  organization  will  co-operate  with  you  in  offer- 
ing entertainment.  This  office  can  furnish  speakers.  Enter- 
tainment can  be  in  the  form  of  native  and  foreign  songs,  short 
plays,  speakers'  pictures,  music,  or  any  local  entertainers. 

b.  In  some  localities  it  may  be  most  practicable  to  employ  a 
visiting  teacher  who  can  fulfill  a  schedule  of  dates  in  various 
locations  in  outlying  districts. 

c.  The  object  in  each  rural  community  is  to  establish  a  cordial 
and  friendly  interest,  to  make  all  foreigners  feel  that  the  com- 
munity is  interested  in  them,  that  they  also  understand  their 
share  of  local  responsibility,  and  the  advantages  to  them  of  a 
share  in  the  government  of  citizenship. 

Many  of  those  foreigners  in  rural  communities  consider  law 
and  local  government  an  unknown  quantity,  a  thing  to  be 
avoided,  carrying  with  them  their  conceptions  obtained  overseas. 
Familiarize  them  with  American  ideas,  ideals  and  personal 
responsibility.  Interest  them  in  the  advantages  obtained  by 
citizenship  by  naturalization  in  becoming  Americans. 

State  Departme:^t  of  Americanization. 

7.   Americanization  Work   for  Religious  Bodies  and   Through 

Parochial  Schools 

Americanization  Department  —  Circular  Letter  No.  4 

Hartford,  Conn.,  Octoher  18,  1919. 

Our  responsibility  at  the  present  time  is  more  than  a  personal 
one.  We  are  responsible,  not  only  for  our  own  souls,  but  also 
for  the  siouls  of  our  community  and  of  our  country.  The  soul 
of  our  country  may  be  termed  patriotism  and  Americanism. 
It  is  physical  and  it  is  spiritual;  it  is  represented  in  the  first  way 
by  its  latitude,  its  longitude,  its  enormous  production;  in  the 
latter  way  by  Plymouth  Rock,  James  River,  Valley  Forge,  and 
Gettysburg,  and  by  those  great  ideals  and  institutions  obtained 
through  sacrifices  and  struggles.  The  chief  custodian  of  these 
priceless  treasures  should  be  the  Church,  and  the  fulfillment  of 
this  responsibility  can  be  realized  fully  through  the  forces  organ- 


Connecticut  3465 

ized  in  places  of  worship.  Wliile  education  is  the  form  and 
medium  of  Americanization,  its  spirit  and  substance  is  an  attitude 
of  mind  and  of  heart. 

The  Church  can  increase  in  all  men  irrespective  of  race,  those 
spiritual  capacities  which  enable  them  to  be  good  citizens  and  to 
dwell  together  in  brotherhood  with  equal  responsibilities. 

It  can  encourage  newly  arrived  immigrants  to  learn  all  they 
can  about  America,  its  history,  its  laws,  its  customs  and  ideals, 
and  to  become  owners  of  homes  rather  than  to  continue  to  live 
in  tenements.  It  can  give  them  some  vision  of  the  nobility  of 
America,  and  can  preach  loyalty  and  the  unity  of  many  races 
in  one  nation  on  the  basis  of  brotherhood  and  the  traditions  of 
idealism  upon  which  America  has  been  built. 

The  Church  can  furnish  volunteer  workers  in  co-operation 
with  the  local  Americanization  director  for  the  various  forms  of 
such  work,  teachers,  domestic  educators,  and  directors  of  immi- 
grant information  centers. 

American  holidays,  commemoration  days  and  festivals  can  be 
observed  with  appropriate  sermons  and  fitting  recognition  wher- 
ever new  Americans  worship. 

Social  occasions,  where  native  and  foreign-born  can  meet,  will 
afford  opportunities  for  mutual  understanding  and  appreciation. 
The  place  of  worship  can  be  a  center  for  Americanization  activi- 
ties encouraging  and  helping  all  to  speak  our  language  and  learn 
American  standards  of  living  and  of  citizenship.  Personal  con- 
tact, sympathy,  and  appreciation,  can  be  established. 

The  parochial  schools  of  the  state  present  the  greatest  oppor- 
tunity that  America  offers  for  the  assimilation  of  those  children 
of  foreign  origin.  The  school  is  the  melting-pot  of  the  nation, 
where  Americanism  is  molded  and  formed,  the  great  factor  of 
our  national  life.  Our  whole  national  fabric  and  ideal  is  here 
inculcated  in  the  heart  and  mind  of  young  America,  its  history, 
its  customs,  its  laws,  and  its  language.  Too  great  stress  cannot 
be  laid  upon  the  necessity  of  English  being  the  only  medium  of 
instruction,  both  according  to  law  and  the  proclamation  of  the 
Governor.  To  quote  from  the  letter  of  October  6,  1919,  of 
Father  W.  J.  Fitzgerald,  superintendent  of  the  parochial  schools 
of  the  state :  "  In  your  efforts  to  stress  the  teaching  and  speaking 
of  the  English  language  as  one  of  the  mediums  of  Americaniza- 
tion, I  wish  to  assure  you  of  the  full  co-operation  of  the  principals 
and  teachers  of  our  parochial  schools.  At  present  in  some  of  our 
schools  a  foreign  language  is  taught  as  a  language  during  one 


3466  Citizenship  Training  in  Other  States 

period  of  the  school  day.  This,  I  take  it,  is  in  accordance  with 
Governor  Holcomb's  proclamation  of  April,  1918.  In  the  sub- 
jects required  by  law  to  be  taught  in  the  elementary  schools  of 
the  state,  English  is  the  only  medium  of  instruction." 

Through  the  children  attending  such  schools  much  influence 
can  be  brought  to  assure  the  attendance  at  evening  Americaniza- 
tion schools  of  non-English-speaking  parents. 

This  department  relies  on  the  Church  to  impart  the  spirit  of 
Americanism  to  all  those  in  each  parish  who  live  in  America, 
but  in  whom  America  does  not  live, 

Robert  C.  Deming, 
State   Director  of  Americanizaiion, 

8.  Americanization  in  Industry 
Americanization  Department  —  Circular  Letter  '^o.  5 

Hartford,  Conn.,  Odoher  21,  1918. 

It  is  the  opinion  of  this  Department  that  the  Americanization 
problem  can  be  attacked  more  effectively  through  the  industries 
of  the  state  and  by  the  co-operation  of  all  employers  than  in  any 
other  way.  It  has  been  incontrovertibly  shown  that  labor  unrest 
and  discontent  go  hand  in  hand  with  ignorance  and  non-English- 
speaking  employees.  Xo  greater  menace  has  confronted  our 
country  than  the  present  unassimilated  mass  of  foreigners,  abso- 
lutely ignorant  of  all  things  American,  agitated  by  literature  and 
radicals  of  the  worst  type  whose  arguments  and  falsifications  are 
absolutely  unrefuted  the  year  'round. 

The  World  War  brought  out  one  great  fact  to  those  at  home  — 
that  America  is  in  danger  of  being  not  a  unified  America,  but 
a  polyglot  boarding-house.  By  the  last  available  figures  from 
the  census  of  1910  there  were  64,327  foreign-born  persons  in 
Connecticut  unable  to  speak  English.  Fifty  per  cent,  of  those 
employed  in  gainful  occupations  were  foreign-born,  and  50  per 
cent,  of  the  foreign-bom  in  Connecticut  were  males  of  working 
age.  The  figures  of  our  army  for  1918  as  presented  by  the 
surgeon-general  to  Congress  show  that  24.9  per  cent.,  or  one- 
quarter  of  our  draft  army,  was  illiterate,  unable  to  write  or  read 
orders  in  English.  The  call  comes  for  you,  both  as  Americans 
and  industrial  leaders,  to  take  definite  action  regarding  those  who 
live  in  America  but  in  whom  America  does  not  live. 

The  non-English-speaking  employees  in  Connecticut  industry 
are  to  a  certain  degree  liabilities,  not  assets.      They  — 


Connecticut  3467 

1.  Cannot  read  safety  signs,  warnings,  or  the  rules  and  regula- 
tions of  the  plant. 

2.  Cannot  understand  orders  and  instructions  regarding  work, 
machinery,  or  material  if  given  in  English. 

3.  Cause  accidents. 

4.  Cannot  talk  with  American-born  employees. 

5.  Cannot  be  directed  except  by  interpreter-foreman. 

6.  Cannot  obtain  information  first-hand. 

I.  Cannot  understand  the  employer's  point  of  view. 

8.  Cause  loss  of  time  in  making  explanations. 

9.  Cause  damage  to  machinery  and  material  due  to 
misunderstanding. 

10.  Cause  increased  labor  turnover,  labor  unrest  and  provide 
basis  for  industrial  misunderstanding. 

II.  Cause  decrease  in  efficiency  and  production. 

12.  Cause  poor  workmanship. 

13.  Are  susceptible  to  fallacious  ideas  and  rumors. 

14.  Have  less  cordial  relations  and  co-operation  with  foremen. 

15.  Increase  compensation  costs. 

16.  Increase  cost  of  supervision. 

The  discharge  of  any  employee  for  illiteracy  is  dodging  the 
issue  and  increasing  unrest  and  discontent.  Americanize  him 
yourself.  This  Department  suggests  that  the  manufacturers  of 
the  state: 

Get  in  touch  with  the  local  Director  of  Americanization  if  there 
is  any,  and  seek  his  co-operation.  The  superintendent  of  schools 
can  supply  the  necessary  instniction ;  if  he  does  not,  write  this 
Department. 

Appoint  an  executive  or  foreman  to  make  a  survey  of  the 
plant  and  conduct  a  campaign  to  influence  and  interest  attendance 
at  Americanization  schools,  either  in  or  near  the  plant.  This 
can  be  done  by  plant  meetings,  pay  envelope  slips,  posters,  moving 
pictures,  speakers  in  foreign  languages,  etc. 

Adopt  a  plant  policy  calculated  to  encourage  school  attendance 
^y  (a)  giving  a  bonus  for  regular  attendance  at  school,  or 
(b)  increasing  wages  of  non-English-speaking  employees  present- 
ing certificates  of  completed  course  at  school,  (c)  stating  prefer- 
ence in  promotion  to  those  more  efficient  in  speaking  English, 
(d)  placing  time  limit  on  making  your  factory  100  per  cent. 
English  speaking. 

Robert  C.  Deming, 
Director,  Department  of  Americanization, 


3168  CiTizExsHiP  TRAI^'IXG  I^'  Otiiek  States 

9.   The  Manufacturers'  Association  of  Connecticut,  Inc. 
Hartford,  Conn. 

E.  Kent  Hubbard,  President. 
Letter  from  the  Executive  Officers,  October  29,  1919: 

"Both  this  association,  as  such,  as  well  as  its  individual 
members  have  long  taken  an  active  interest  in  what  recent 
developments  in  the  industrial  world  has  proven  to  be  a 
most  vital  need.  Our  Education  Committee  has  based  its 
program  upon  the  work  of  educating  the  foreign-born  and 
both  this  committee  and  our  executive  officers  have  worked 
in  close  touch  with  the  members  of  our  legislative  committees. 

''  During  the  war  the  Connecticut  State  Council  of  Defense 
was  extremely  active  in  promoting  Americanization  work 
and  effected  a  very  complete  organization  of  the  state  through 
committees  formed  under  the  local  war  bureaus  of  the  Coun- 
cil. At  the  termination  of  its  work  the  Council  endeavored 
to  have  established  a  State  Department  of  Americanization. 
This  bill,  carrying  an  appropriation  of  approximately 
$200,000,  failed  to  pass  our  Legislature,  but  at  a  later  date 
a  substitute  bill  establishing  a  Department  of  Americaniza- 
tion under  the  State  Board  of  Education  was  passed. 
Robert  Deming  is  the  director  of  this  new  department  and 
has,  I  believe,  in  his  possession  most  of  the  records  compiled 
by  the  Council  of  Defense.  One  or  two  of  the  bulletins  I 
am  sending  you  will  give  some  idea  of  what  is  being  done 
under  the  State  Department,  which  has,  needless  to  say,  our 
fullest  co-operation. 

"I  hope  you  will  find  these  of  some  service,  and  assure 
you  I  shall  be  very  glad  to  assist  you  further  in  any  way 
you  may  desire." 

COMMITTEE    OX    APPROPRIATION    AND    EDUCATION 
Meetiistg  in  Joint  Session,  Thdrs-iay,  April  17,  1919 
''Gentlemen. —  I  am  instructed  by  the  president  of  the 
Manufacturers'  Association  of  Connecticut  to  present  to  you 
a  re.solution  adopted  by  this  association,  as  follows: 

^^  Resolved,  That  this  committee  deems  it  a  duty 
incumbent  upon  the  State  of  Connecticut  to  promote 
the  common  understanding  and  use  of  the  English  Ian- 


CoJfNECTICUT  3469 

guage  by  all  the  people  of  this  state,  to  inculcate  among 
those  of  foreign  birth  an  understanding  and  apprecia- 
tion of  the  principles  and  ideals  upon  which  this  nation 
was  founded  and  shall  be  maintained,  and  in  general 
to  further  the  preparation  of  such  aliens  for  the  duties 
and  obligations  of  citizenship  in  order  that  their  pres- 
ence here  shall  be  of  the  greatest  benefit  to  themselves 
and  to  the  community;  that  this  committee,  therefore, 
strongly  favors,  as  a  measure  enabling  the  state  to  dis- 
charge this  duty,  the  creation  of  a  Department  of 
Americanization  in  the  state  government  to  be  sup- 
ported by  adequate  funds.  This  committee  would  fur- 
ther call  attention  to  the  work  now  being  extensively 
carried  on  by  manufacturers  in  Connecticut  for  the 
Americanization  of  alien  industrial  workers,  as  evi- 
dence of  the  importance  they  attach  to  this  need,  and 
proof  of  their  willingness  to  accept  a  share  in  the  obliga- 
tions imposed  upon  all  responsible  elements  in  the  com- 
munity by  existing  conditions. 
"  Yours  truly, 

"(Signed)  Dudley  Harmox_, 

^'Assistant  io  the  President." 

Letter  from  the  United  States  of  America  National  War  Sav- 
ings Committee  to  the  Manufacturers'  Association,  December  16, 
1918: 

''Your  'Committee  on  Education  has  carefully  considered 
the  conditions  of  public  education,  as  they  exist  today,  and 
the  problems  that  it  faces  in  the  immediate  future. 

"  From  the  point  of  view  of  an  industrial  state,  the  main 
question  of  reconstruction  after  the  war  —  the  one  which 
underlies  every  other  —  will  be  the  Americanization  and 
assimilation  of  the  whole  mass  of  our  population,  and  of 
greatly  raising  the  level  of  popular  intelligence  as  well  as 
industrial  efficiency. 

"  Outside  of  the  industrial  svstem,  which  should  have 
powerful  educational  influences  in  itself,  we  have  only  one 
public  instrumentality  for  accomplishing  the  above  aim,  i.  e., 
our  public  school  system.  To  come  within  sight  of  a  higher 
degree  of  accomplishment,  we  must  have  much  better  schools, 
and    much   better    machinerv    for    carrving   them    on.       In 

V  I/O 


3470  Citizenship  Training  in  Other  States 

specific  terms,  stated  relatively,  in  the  order  of  their  impor- 
tance, our  efforts  must  be  directed  along  the  following  lines: 

"(1)  We  must  have  a  much  better  teaching  force;  better 
material,  better  trained,  better  officered  and  better  organized. 

"(2)  Our  present  force  is  94  per  cent,  women  (mostly 
young  girls).  It  has  little  permanency.  We  must  have  at 
least  one-third  men — and  capable  men,  at  that, 

"(3)  This  means  more  money  —  presumably  about  twice 
what  is  now  being  spent  on  the  public  schools. 

"(4)  The  towns  are  mostly  up  to  the  limit  of  their 
capacity  to  raise  money  for  schools.  Additional  revenues 
must  come  from  state  sources  of  taxation,  and  must  to  a 
greater  extent  be  collected  by  indirect  rather  than  direct 
means. 

"(5)  We  cannot  embark  on  such  a  program  of  reconstruc- 
tion of  our  school  system  unless  we  organize  a  business-like 
up-to-date  system  of  taking  care  of  expenditures.  The  pres- 
ent almost  purely  local  control  is  very  much  outgrown.  Both 
our  school  methods  and  our  school  laws  are  obsolete. 

"(6)  We  should  rewrite  our  whole  school  code  and  bring 
it  down  to  modern  needs.  This  code  should  attempt  to 
secure  the  following  objects: 

"(a)  To  qualify  and  codify  the  school  laws  and  adapt 
them  to  modern  conditions. 

"(b)  To  obtain  the  increased  revenue  needed  for  the 
proper  support  of  public  schools,  which  is  estimated  to 
amount  to  between  three  and  four  million  dollars  per 


annum 


(c)  To  secure  equal  opportunities  for  education  and 
uniformly  good  schools  throughout  the  whole  state. 

"(d)  To  distribute  rationally  and  justly  the  burden 
of  the  cost. 

"(e)    To  obtain  a  more  effective  body  of  teachers. 

"(f)  To  provide  a  largely  increased  proportion  of 
men  teachers. 

"(g)  To  secure  the  adoption  of  school  work  suited  to 
modern  conditions,  promoting  the  Americanization  of 
the  alien  elements  of  the  population,  and  adapted  to  the 
production  of  a  state  of  physical  and  moral,  as  well  as 
mental  health,  in  the  children  who  are  soon  to  be  the 
substance  of  our  people. 


I 


Connecticut  3471 

"As  manufacturers  we  realize  more  and  more  that  our 
schools  must  give  to  our  people  a  national  and  unifying  pur- 
pose. If  this  is  important  for  foreign  states,  made  up  of 
a  homogeneous  popiilation,  it  is  of  multiplied  importance 
to  us  with  a  population  made  up  of  innumerable  foreign 
elements  trained  to  foreign  traditions,  and  not  as  yet  recog- 
nizing a  common  American  purpose. 

"  It  is  idle  to  suppose  that  Connecticut  manufacturers  can 
maintain  their  present  position,  or  hereafter  successfully 
compete  in  the  industrial  struggle  that  will  come  after  the 
war,  unless  they  have  a  body  of  intelligent  operatives,  able 
to  speak  and  read  the  English  language,  and  trained  to 
American  ways  of  thinking  and  living  and  acting.  Our 
population,  however  various  in  races,  can  be  made  homo- 
geneous in  respect  of  its  language,  its  ideas,  its  traditions 
and  its  purpose.  Except  it  be  made  homogeneous  in  these 
ways,  disorder,  chaos,  inefficiency  and  inability  to  compete 
with  the  homogeneous  population  of  foreign  countries,  or 
with  the  populations  of  better  organized  states  in  this  coun- 
try, will  result." 

"  To  THE  Members  of  the  Manufacturers'  Association 
OF  Connecticut,  Inc.  : 

"AMERICANIZATION  IN  INDUSTRY 

"Gentlemen. —  I  submit  herewith  suggested  policies  of 
employment  and  plant  management  designed  to  promote  the 
Americanization  of  the  foreign-born  industrial  worker  in 
Connecticut. 

"  These  suggestions  were  received  from  the  Department 
of  Americanization  of  the  Connecticut  Council  of  Defense, 
and  have  had  the  careful  consideration  of  your  Committee 
on  Education,  Mr.  Howell  Cheney,  chairman.  In  the  form 
and  to  the  extent  shown  above,  the  committee  has  given  these 
suggestions  their  endorsement,  and  has  recommended  that 
they  be  placed  before  each  member  for  such  consideration 
and  action  as  may  be  deemed  proper, 

"It  should  be  understood  that  neither  the  committee  nor 
the  association  takes  the  position  of  seeking  to  impose  upon 
any  member  the  adoption  of  any  or  all  of  the  policies  sug- 


3472  Citizenship  Training  in  Other  States 

gested.  These  suggestions  are  approved  only  to  the  extent 
that  it  is  deemed  desirable  that  they  be  brought  to  the 
attention  of  members  of  this  association. 

'^  Policies  Suggested 
"  The  policies  suggested  by  the  Department  of  American- 
ization of  the  Council  are  as  follows : 

"  It  is  assumed  that  ability  shall  be  given  first  recognition 
by  an  employer. 

"It  is  recommended  that  employers: 

'^1.  All  other  factors  being  equal,  give  preference  in  hiring 
to  English-speaking  applicants  or  to  applicants  who  are 
studying  English  in  a  night  school  or  in  some  other  effective 
way,  over  the  non-English-speaking  applicant  for  a  position. 

"  2.  All  other  factors  being  equal,  give  preference  in  pro- 
motion to  the  employee  making  himself  more  efficient  by 
learning  English,  either  by  attending  night  school  or  in  some 
other  effective  way,  and  all  other  factors  being  equal,  give 
preference  in  promotion  to  the  efficient  employee  of  foreign 
birth  who  speaks  English  as  well  as  against  the  non-English- 
speaking  employee  who  is  making  no  effort  to  acquire 
English. 

''3.  Recognize  increased  efficiency  on  the  part  of  the 
foreign-born  employee  who  is  studying  English.  Some 
employers  who  have  done  this  by  a  wage  increase,  wage 
bonus,  prize,  medal  and  other  mark  of  estimation. 

"4.  When  it  is  necessary  to  reduce  a  working  force  as 
between  two  men  equally  efficient,  working  under  equal  con- 
ditions, adopt  the  policy  of  laying  off  the  non-English-speak- 
ing alien,  retaining  the  English-speaking  employee  or 
employee  making  himself  more  efficient  by  studying  English 
in  night  school  or  in  some  other  effective  way. 

"  5.  Make  English  the  language  of  plant  administration, 
exceptions  to  be  tolerated  only  in  cases  of  absolute  necessity. 
This  can  be  done  by  printing  in  English  safety  signs,  signs 
of  warning,  rules  and  regulations.  All  foremen  and  super- 
intendents should  be  able  to  speak  English.  Instruction 
regarding  work,  machinery,  etc.,  should,  wherever  possible, 
be  given  by  foremen  and  superintendents  in  the  English 
language. 


Connecticut  3473 

"6.  Adopt  a  policy,  where  good  uight  schools  have  been 
established,  by  checking  up  attendance  at  night  school  or 
factory  classes  in  co-operation  with  the  school  authorities  or 
teachers  that  a  given  employee  has  failed  to  attend  regularly. 
A  superintendent  or  foreman  will  notify  such  employee  that 
the  plant  desires  the  employee  to  learn  the  English  language 
and,  having  enrolled  in  night  school  or  other  facility  for 
education,  to  keep  up  a  regular  attendance,  and  that  his 
failure  to  do  so  will  have  a  distinct  bearing  upon  his  oppor- 
tunity for  advancement. 

"  7.  If  night  schools  are  not  available,  co-operate  with 
public  school  authorities  and  others  in  organizing  classes  in 
English  and  citizenship  for  foreign-born  employees  either 
in  the  public  schools,  in  the  plant  or  in  some  other  con- 
venient jplace. 

"E.  Kent  Hubbard, 

"President/* 

"To  THE  Members  of  the  Manufacturers'  Association 
OF  Connecticut,  Inc.  : 

"  Subject : 

"  EDUCATION  AND  STRIKES 
"Gentlemen. —  The  following  statement  appearing  in  a 
monthly  bulletin  edited  and  published  by  and  for  employees 
of  a  member  of  this  association  is  deemed  of  some  interest 
in  connection  with  recent  events  in  a  number  of  Connecticut 
industrial  communities : 

"Education  and  the  Strike 

"During  the  period  of  the  strike  throughout  the  city,  this 
question  was  asked  many  times,  '  What  is  the  use  of  educat- 
ing the  foreigner  if,  in  a  time  such  as  this,  he  deserts  the 
company.'  In  the  first  place,  the  company  is  not  educating 
the  employee  for  its  sole  interests.  It  has  a  far  higher 
motive,  humanitarianism.  ^\Tiether  or  not  the  man  really 
does  become  of  more  value  to  his  employer  is  a  secondary 
issue. 

"As  a  matter  of  fact,  the  foreigners  who  are  being  given 
a  chance  to  learn  English  in  the  educational  classes  made  a 
splendid  showing  during  the  recent  trouble.     Fifty-three  per 


34:74  Citizenship  Tkaixixg  ix  Other  States 

cent,  of  all  the  foreign-born  employees  left  the  plant,  whereas 
3%  per  cent,  of  those  attending  the  company's  school  were 
out. 

"It  is  a  noticeable  fact  that  the  highest  type  of  foreigner 
stuck  to  his  work,  and  many  worked  overtime  and  on  double 
shifts  because  the  foremen  were  short-handed.  Some,  who 
had  been  threatened,  stayed  awav  from  work  to  be  near 
their  families  in  case  of  danger,  but  notified  their  foreman 
or  teachers,  which  showed  a  realization  of  responsibility. 

"  Isn't  it  a  proof  that  education  is  worth  while,  if  the  men 
become  more  like  free  thinking  human  beings  than  machines 
for  keeping  production  up  to  standard? 

"  Industrial  Service  Bulletin  ^o.  8 
"Many  employees  had  no  reason  for  striking,  but  walked 
out  when  the  others  in  the  department  left  rather  than  face 
the  taunts  of  those  who  were  quitting. 

"  How  can  foremen  reason  with  these  men  unless  thev 
understand  English  ?  How  can  the  men  understand  such 
necessary  propaganda  as  was  given  to  them  at  the  gate  during 
the  strike  unless  they  can  read  English  ? 

"  Our  task  seems  clearly  defined,  the  only  way  to  get  at 
the  root  of  ignorance  is  to  teach  the  foreign-born  to  speak, 
read  and  write  English.  Then  at  least  they  can  be  reasoned 
with.  They  will  learn  that  America  is  not  the  huge  tread- 
mill they  imagine  it  to  be,  and  will  in  time  become  valuable 
citizens  and  employees." 

"  The  Manufacturers'  Association  of  Con- 
necticut, Inc. 
"By  E.  Kent  Hubbard, 

"  President" 

"To  the  Members  of  the  Manufacturers'  Association 
OF  Connecticut,  Inc.: 

"Gentlemen. —  It  has  been  brought  to  my  attention  that 
while  most  of  the  towns  in  the  state  have  taken  advantage  of 
the  new  law  permitting  the  State  Board  of  Education  to  pay 
approximately  one-half  of  the  salaries  of  Americanization 
directors  appointed  by  the  towns,  a  number,  including  your 
own,  have  not  yet  taken  the  required  action,  namely,  the 


Connecticut  3475 

appointment  of  a  director  of  Americanization.  As  doubtless 
you  are  aware,  it  is  to  these  town  Americanization  directors 
that  manufacturers  must  look  in  most  instances  for  the  pro- 
vision of  proper  facilities  for  the  education  of  foreign-born 
workers  in  their  employ.  I  am  further  informed  that  towns 
which  do  not  very  soon  appoint  Americanization  directors 
will  not  be  able  to  share  in  the  state  funds  now  available  for 
support  of  this  work. 

"  I  am  sure  you  will  agree  with  me  that  present  conditions 
make  it  extremely  desirable,  from  every  standpoint,  that  the 
processes  of  iVmericanization  of  our  foreign-born  industrial 
workers  be  carried  on  as  effectively  and  as  expeditiously  as 
possible.  Xo  one  is  more  vitally  concerned  in  this  than  the 
manufacturers,  as  is  apparent  when  we  see  to  what  a  large 
degree  agitation  and  propaganda  among  the  foreign-born  are 
responsible  for  industrial  disturbances  in  this  and  other 
states. 

"As  to  the  details  of  the  situation  that  may  exist  in  your 
community  with  respect  to  this  matter  I  am  not,  of  course, 
informed.  It  may  very  likely  be  the  fact  that  adequate 
steps  have  been  taken  for  carrying  on  the  work  of  American- 
ization and  that  only  the  completing  of  certain  formalities 
remains  for  qualification  to  share  in  the  state  fund.  I  feel 
sure,  however,  that  whatever  the  local  situation,   vou  will 

7  7  J        *j 

understand  my  taking  the  liberty  of  calling  your  attention  to 
the  matter,  with  the  suggestion  that  you  and  other  manufac- 
turers satisfy  yourselves  as  to  the  facts  and,  if  necessary, 
endeavor  to  see  to  it  that  your  community  joins  the  ranks  of 
other  towns  in  this  work. 

"I  feel  that  there  is  more  involved  than  the  matter  of  a 
contribution  by  the  state  to  the  cost  of  Americanization 
work  in  any  town.  Of  even  greater  importance  is  the  desir- 
ability of  each  town  being  in  a  position  to  co-operate  with 
the  education  authorities  of  the  state  along  generally 
approved  lines. 

"  Trusting  that  this  matter  may  have  your  personal  con- 
sideration, I  am 

*'  Very  truly  yours, 

•  • ) 

"  President.'* 


3476  Citizenship  Training  in  Other  States 

EDUCATIONAL   PROGRA:^!   OF   THE  AMERICANIZATION   COMMITTEE 

OF  DERBY  AND  SHELTON 

We  have  in  this  community,  Derby  and  Shelton,  an  American- 
ization Committee,  the  membership  of  which  has  been  selected 
from  the  citizens  representing  all  groups,  who  are  particularly 
interested  in  this  subject,  Americanization,  and  who  recognize 
it  as  a  community  proposition  of  such  magnitude  as  to  require 
the  ardent  support  of  all  the  citizens. 

It  seems  hardly  necessary  to  emphasize  the  importance  of  this 
matter.  We  have  in  our  associated  communities,  engaged  in  the 
many  and  varied  pursuits  which  our  industries  and  mercantile 
establishments  offer,  a  large  body  of  workers,  numbering,  it  has 
been  estimated,  between  2,000  and  2,500  who  have  come  to  us 
from  foreign  lands,  whose  opportunities  and  citizenship  we  have 
not  sufficiently  stimulated,  who  do  not  speak  our  language  and, 
therefore,  are  unable  to  appreciate  what  a  blessed  thing  it  is  to 
be  an  American  and  a  real  active  living  integral  part  of  our 
community.  They  are,  however,  human  beings  who  have  lived 
in  an  atmosphere  as  unlike  American  as  night  differs  from  day, 
very  pliable  and  responsive  to  environment.  They  will  be  what 
we  make  them. 

Because  of  these  facts  this  is  a  problem  for  our  citizens  working 
hand  in  hand  in  full  co-operation  with  industry.  It  is  a  problem 
carrying  a  joint  responsibility,  community  and  industrial.  It  is 
es.scntial  to  recognize  it  as  such.  We,  therefore,  feel  that  no 
intensive  program  can  be  successfully  launched  and  carried  out 
on  a  large  sralo  which  does  not  first  receive  the  active  and  sympa- 
thetic sup[>ort  of  the  leaders  of  our  religious  and  civic  institu- 
tions, employers  and  particularly  the  workers  in  the  industry. 
To  obtain  this  support  it  is  necessary  to  as.sure  all  that  the  motives 
bohind  this  movement  are  beyond  question,  that  there  is  nothing 
other  than  the  healthy  development  and  growth  of  our  people, 
our  community  and  our  country  at  heart  and  a  sincere  desire 
that  our  alien  brother  become  acquainted  with  American  ideals 
and  institutions  and  be  **  One  of  Us"  in  its  fullest  meaning. 

^  To  thi«  end  the  necessary  facilities  for  the  teaching  of  English, 
civics,  naturalization  and  economics  should  be  provided.  Surely 
re«ouroefulnew,  intelligence,  ability  and  means  are  at  our  disposal. 
We  suggest  the  way. 

We  have  worked  out  here  what  we  believe  to  be  a  comprehen- 
•ive  program  of  Americanization,  particularizing  at  first  on  the 


Co::«^NECTicuT  3477 

teaching  of  English,  taking  up  later  civics,  naturalization  and 
economics,  provided  the  conditions  and  circumstances  make  it 
possible.  We  hope  that  our  experience  with  this  educational 
program  will  be  such  during  the  coming  season  as  to  warrant  its 
continuation  and  development  along  these  lines.  This  program 
contemplates  the  general  approval  of  employees  and  employers,  as 
well  as  the  religious  and  civic  organizations  in  our  community, 
before  active  work  is  started  in  the  early  fall  of  1919. 

We  suggest  that  in  order  to  obtain  the  support  of  industry  that 
it  be  submitted  to  a  gathering  of  employees  or  a  large  representa- 
tive committee  thereof,  and  that  it  also  receive  the  approval  of 
the  foreman  and  executives;  that  a  resolution  to  this  effect  be 
adopted  by  them,  and  the  program  posted  in  conspicuous  places  in 
the  factory,  together  with  copies  of  the  resolution  of  adoption. 

(1)  The  Community  Americanization  Committee  to  have  gen- 
eral supervision  of  classes  and  shall  support  all  agencies  engaged 
in  this  work  just  so  long  as  their  program  does  not  conflict  with 
the  rules  and  regulations  promulgated  by  the  committee.  Said 
rules  and  regulations  to  be  non-partisan  and  non-sectarian. 

(2)  That  the  Americanization  Committee  appoint  a  Com- 
munity Director  of  Americanization  who  will  be  responsible  for 
the  general  direction  and  supervision  of  the  Americanization 
program  under,  of  course,  the  supervision  of  the  Community 
Americanization  Committee. 

(3)  That  the  employment  manager  or  some  assistant  under  his 
supervision  or  otherwise  be  delegated  by  the  management  to  be 
known  as  the  Works  Director  of  Americanization  who  is  to  have 
charge  of  the  Americanization  program  in  the  works  and  who 
shall  co-operate  to  the  fullest  extent  with  the  Community  Director 
of  Americanization  in  the  carrying  out  of  the  works  program  in 
keeping  with  the  community  program,  the  name  of  this  person 
to  be  submitted  as  soon  as  possible  to  the  Community  Director. 

(4)  The  Works  Director  of  Americanization  shall  make  a  sur- 
vey of  the  plant  in  the  manner  and  on  the  forms  prescribed  by 
the  Community  Director  of  Americanization  for  the  purpose  of 
determining  those  in  need  of  this  education.  This  work  should 
be  done  just  as  soon  as  possible  and  the  survey  placed  at  the 
disposal  of  the  Community  Director  of  Americanization. 

(5)  All  those  requiring  this  education  are  eligible  to  attend 
classes  and  their  co-workers  and  foremen  agree  to  co-operate  with 


3478  Citizenship  Tkahsting  in  Other  States 

the  Works  Director  of  Americanization  and  lend  their  friendly 
influence  to  accomplish  this  end.  Attendance  at  classes  outside 
of  shop  will  be  accepted  as  a  substitute  for  attendance  at  shop 
classes. 

(6)  All  other  things  being  equal,  in  the  matter  of  employment, 
increases  in  pay,  promotion  and  necessity  of  reducing  working 
forces,  favorable  consideration  to  be  given  those  employees  who 
are  attending  school  or  who  hold  a  certificate  or  diploma  issued 
or  recognized  by  the  Community  Americanization  Committee. 

(T)  English  is  recognized  as  the  language  to  be  used  in  the 
plant.      Exceptions  permitted  in  cases  of  absolute  necessity  only. 

(8)  The  Works  Director  of  Americanization  or  the  teachers 
shall  keep  a  record  of  attendance  on  cards  provided  for  the  pur- 
pose by  the  Community  Director  of  Americanization. 

(9)  The  plant  shall  furnish  the  classroom  or  rooms,  together 
with  the  necessary  furniture  and  equipment  excepting  books, 
paper,  etc.  The  last-mentioned  items  are  to  be  supplied,  of 
course,  by  the  Community  Director  of  Americanization  to  the 
workers. 

(10)  Classes  shall  be  held  for  a  period  of  thirty  weeks,  three 
times  each  week  in  one-hour  periods  beginning  as  early  in  Sep- 
tember, 1919,  as  the  Community  Director  of  Americanization 
finds  practicable,  making  the  complete  course  for  the  season 
ninety  lessons. 

(11)  The  time  of  the  day  when  classes  are  to  be  held  will  be 
determined  later  and  wherever  possible  they  will  be  held  either 
during  hours  or  immediately  following  closing  hour  or  one-half 
hour  before.  'Schedule  of  shop  classes  to  be  posted  by  the  Works 
Director  of  Americanization  as  soon  as  possible. 

(12)  The  Community  Director  of  Americanization  shall  fur- 
nish the  Works  Director  of  Americanization  full  information 
from  time  to  time  with  respect  to  classes  outside  of  the  shop. 
Convenience  of  the  students  should  be  the  main  consideration  in 
the  location  of  their  community  classes. 

(13)  Every  effort  should  be  made  to  encourage  the  attendance 
of  women  and  whenever  necessary  special  classes  organized  in  the 
community  for  tbe  women  who  stay  at  home. 

(14)  Diplomas  shall  be  presented  to  all  workers  who  qualify 
in  certain  prescribed  tests  in  the  subject  studied. 


Connecticut  3479 

Suggested   Resolution   of   Adoption   to  be  Used  by  Each 

Factory 

Resolved,  That  we,  the  representatives  of  the  employees  and 

management  of approve  and  adopt  the  foregoing 

as  Our  Americanization  Policy,  and  request  the  management, 
through  the  proper  officers,  to  advise  the  Community  Americaniza- 
tion Committee  of  our  action  and  post  this  complete  program  in 
our  factory.  We  assure  the  management  of  our  willingness  to 
co-operate  with  them  in  every  possible  way  to  further  this  program 
and  secure  its  success. 

May  5,  1919. 

Letter  from  C,  F.  Burnett,  vice-president.  The  Stanley  Worhs, 

;N"ew  Britain,  November  19,  1919: 

"At  the  present  time,  we  are  running  four  classes  a  day, 
with  eleven  men  in  each  class,  and  each  man  is  allowed  one 
hour's  time  which  is  paid  for  by  the  corporation.  In  order 
that  we  might  get  the  greatest  benefits  from  this  work,  we 
have  taken  pains  to  pick  and  select  our  men. 

"Regarding  the  benefits  derived  from  our  Americaniza- 
tion School,  would  say  that  by  enabling  employees  to  talK 
English  they  can  converse  directly  with  their  overseer  or 
foreman  and  thus  save  much  time  spent  in  talking  through 
an  interpreter.  Also,  by  learning  English,  it  gives  sm.h 
employees  an  opportunity  to  read  English  newspapers  and 
other  English  printed  matter  which,  as  the  name  of  the 
school  indicates,  makes  them  more  familiar  with  American 
ways  as  well  as  fitting  them  to  pass  the  examinations  to 
become  citizens,  which  we  believe  is  one  very  essential  thing  at 
the  present  time,  rather  than  to  have  so  large  a  number  of  non- 
citizens  in  our  community.  So  far,  it  seems  to  us  that  this 
is  a  very  good  proposition  for  employees  who  have  taken 
the  course  as  they  seem  to  appreciate  it  very  much  and  we 
believe  in  some  instances  they  will  not  •  be  satisfied  with 
simply  this  preliminary  work  which  we  give  them  but  will 
wish  to  push  on  and  take  a  course  in  the  city  night  schools 
where  they  can  get  a  very  nmch  broader  education  than  our 
factory  Americanization  School  affords.  All  the  time, 
effort,  and  money  that  we  have  put  into  this  Americanization 


3480  Citizenship  Training  in  Other  States 

School  we  believe  is  well  invested  and  so  far  we  are 
thoroughly  satisfied  with  results  which  we  have  obtained. 
"We  have  co-operated  with  Mr.  O'Brien  of  the  City  Amer- 
icanization movement  and  this  summer  the  State  Normal 
School  located  here  in  New  Britain  had  a  summer  course 
for  teachers  who  were  taking  up  Americanization  work. 
Students  and  teachers  from  the  State  Normal  School  visited 
our  Americanization  School  and  as  they  had  made  studies 
of  what  is  being  done  in  various  places  along  this  line,  they 
were  fairly  well  informed  regarding  this  subject  and  they 
stated  that  we  were  going  about  it  in  the  right  way  as  our 
plan  is  to  make  the  admission  into  our  school  a  thing  to  be 
sought  rather  than  something  we  are  handing  out  to  every- 
body promiscuously. 

"  The  general  Americanization  work  in  the  city  is  carried 
on  by  Mr.  F.  P.  O'Brien,  under  the  control  of  the  Board 
of  Education.  He  has  had  charge  of  the  Americanization 
office  and  is  also  in  charge  of  the  night  school  work. 

"  This  arrangement  has  been  verv  satisfactorv  and  the 
night  schools  have  been  very  much  more  largely  attended 
than  they  have  in  previous  years.  The  work  consisted  of 
steady  work  Tuesday,  Wednesday  and  Thursday,  and  a 
social  evening  on  Friday.  The  larger  manufacturing 
interests  consider  this  work  so  valuable  that  thev  have  been 
willing  to  contribute  to  the  continuation  of  this  work. 

"  We  believe  that  in  any  city,  if  this  work  could  be  taken 
up  with  the  Board  of  Education,  they  would  find  it  very 
much  more  satisfactory  than  doing  it  in  any  other  way. 
If  there  is  an  active  Chamber  of  Commerce  through  which 
this  could  be  started,  and  which  would  take  an  active  interest 
in  the  work,  and  have  an  Advisory  Committee  to  help  the 
Board  of  Education,  it  would  be  along  the  lines  that  we 
followed  and  we  believe  the  most  satisfactory  lines  which 
could  be  found." 

"  The  Stanley  Workers  "  is  an  eight-page  bulletin  issued 
monthly  and  circulated  among  the  employees  of  the  .Stanley 
Works.  Each  issue  features  prominently  news  of  the  Amer- 
icanization School,  pictures  of  the  class-room,  pictures  of  the 
graduating  classes,  etc. 


Connecticut  3481 

10.   Americanization  Work  for  Women  and  Women's  Organizations 
Americanization  Department  —  Circular  Letter  No.  3 

Hartfqed,  Conn.,  August  29,  1919. 

1.  Get  in  touch  with  your  local  Director  of  Americanization. 
The  first  essentials  are  a  real  desire  to  help  and  a  sympathetic 

understanding  of  the  peculiar  problems  of  the  foreign-born.  If 
you  are  merely  seeking  an  outlet  for  your  energies,  if  you  plan 
to  do  uplift  work  because  you  deem  it  your  duty  or  because  it 
happens  to  be  the  thing  to  do,  you  cannot  succeed.  Do  not 
attempt  Americanization  unless  you  have  a  real  affection  for 
your  fellow-beings.  Be  neighborly,  treat  the  foreign-born  woman 
exactly  as  though  she  were  a  native-born  newly  moved  into  your' 
neighborhood,  find  a  sympathetic  point  of  contact,  a  sick  child, 
some  flower  seeds,  get  her  to  show  you  how  to  do  something  she 
does  well.  Cooking  and  canning  are  fine  contacts.  Be  a  real 
friend  and  neighbor. 

2.  Americanization  of  the  foreign  women  is  a  political 
necessitv. 

In  all  suffrage  states  if  a  man  becomes  a  citizen  after  learning 
English,  his  wife  automatically  becomes  a  citizen.  She  enjoys 
the  same  franchise,  rights  and  privileges  of  the  American  woman 
although  she  may  be  absolutely  ignorant.  The  independent 
woman  worker  and  wage  earner  is  under  the  same  conditions  as 
her  brother. 

3.  Americanization  of  the  foreign  woman  is  a  civic  necessity. 
If    children    of    the    foreign-born    acquire    English    and    the 

parents  remain  ignorant,  a  disintegration  of  the  family  is  almost 
sure  to  follow.  The  children  look  down  upon  their  parents, 
sometimes  ridicule  them,  and  parental  discipline  is  lost,  the 
family  fabric  weakened.  One  of  the  great  conservative  forces 
of  the  community  becomes  inoperative,  the  parental  control  of 
the  young  is  imperative. 

4.  The  foreign-born  home  is  more  conservative  than  ours  in 
this  country  and  women  alone  can  break  through  this  reserve. 
California  has  a  Home  Teachers  Act  whereby  trained  teachers 
are  assigned  to  given  areas  for  home  working  only. 

5.  Women's  clubs  and  organizations  can  form  groups  to  teach 
foreign  mothers  to  feed  and  clothe  children,  sanitation,  and  their 
legal  status  of  themselves  and  children  under  our  civic  code. 

6.  They  can  appoint  Americanization  committees  and  sub- 
committees  to    induce   young   foreign-speaking   women   to   visit 


3482  Citizenship  Training  in  Otiiee  States 

immigrant  houses  and  urge  mothers  to  attend   Americanization 
schools. 

7.  Thej  can  pledge  each  member  to  induce  one  non-English- 
speaking  immigrant  to  learn  English,  to  teach  herself  if 
necessary. 

8.  They  can  provide  nurses  knowing  the  mother's  language 
while  the  mothers  are  at  school. 

9.  They  can  stimulate  school  authorities  to  provide  facilities 
to  teach  English  to  foreigners. 

10.  They  can  co-operate  with  Boards  of  Education  in  the 
employment  of  women  physicians  to  work  with  foreign  mothers. 

11.  They  can  interest  community  forces,  factories,  newspapers, 
the  political  leaders  of  the  best  type, 

12.  They  can  improve  health  conditions  and  laws  in  regard  to 
recreation,  congestion  in  factories,  homes,  schools,  etc. 

13.  They  can  encourage  and  enhance  the  citizenship 
reception. 

14.  They  can  publish  handbills  and  leaflets  in  English  and 
foreign  languages. 

15.  They  can  encourage  savings  and  investments  in  America, 
and  run  an  Information  Bureau  to  give  and  disseminate  infor- 
mation of  rents  and  savings,  and  show  the  evils  of  installment 
plans,  borrowing  money,  advertisements,  etc. 

16.  They  can  aim  to  secure  an  American  standard  of  living 
in  every  way. 

STATE    DEPARTMENT    OF    AMERICANIZATION 


CHAPTER   VII 

Delaware 


A.    R.    Spaid,    Commissioner    of    Ediccation,    Dover.      Letter, 
October  25,  1919.     Delaware  School  Code,  1919: 

1.  State  Legislation  —  Compulsion  for  Minors 

Law  providing  for  compulsory  school  attendance  of  minors. 
Delaware  School  Code  —  1919.    Article  10. 

2326-135.  Section  187.  Every  parent,  guardian  or  other  per- 
son in  this  state  having  control  of  a  child  between  the  ages  of  seven 
and  fourteen  is  required  to  and  shall  send  such  child  to  a  free 
public  school  during  the  entire  period  of  each  year  the  free  public 
schools  of  the  county  or  the  special  school  district  in  which  said 
child  resides  are  in  session,  unless  it  can  be  shown  to  the  satisfac- 
tion, and  witnessed  by  written  endorsement,  of  the  respective 
county  superintendent  of  schools  or  to  the  respective  superintend- 
ent of  school  of  the  given  special  school  district  that  such  child 
is  elsewhere  receiving  regular  and  thorough  instruction  during 
such  period  in  the  studies  taught  in  the  free  public  schools  of  the 
state  to  children  of  the  same  age  and  stage  of  advancement.  Pro- 
vided that  the  county  superintendent  of  schools  and  the  superin- 
tendents of  schools  of  special  school  districts,  or  persons  duly 
authorized  by  such  superintendents  of  schools,  may  excuse,  subject 
to  the  rules  and  regulations  of  the  state  board  of  education,  cases 
of  necessaiy  and  legal  absence  of  pupils  enrolled  in  the  public 
schools.  Provided  further  that  the  provisions  of  this  section  shall 
not  apply  to  children  whose  mental  or  physical  condition,  as 
attested  by  a  physician's  certificate,  is  such  as  to  render  the  in- 
struction above  described  inexpedient  or  impracticable.  And  pro- 
vided further  that  private  teachers  in  families,  and  principals  and 
teachers  in  private  schools  and  educational  institutions,  whose  in- 
struction in  lieu  of  public  school  attendance  has  the  written 
endorsement  of  the  respective  county  superintendent  of  schools  or 
of  the  superintendent  of  schools  of  the  given  special  school  district, 
may  excuse,  subject  to  the  rules  and  regulations  of  the  state  board 
of  education,  cases  of  necessary  and  legal  absence  of  pupils  from 
school  work,  but  such  private  teachers  and  such  principals  and 
teachers  in  private  schools  and  educational  institutions  shall  make, 

r 348 31 


S4S4:  CiTizENSHir  Training  in  Other  States 

to  the  respective  county  superintendent  of  schools  or  respective 
superintendent  of  schools  of  the  given  special  school  district,  all 
reports  on  the  attendance  of  children  in  their  charge  and  under 
their  instruction  as  may  be  required  by  the  state  board  of  educa- 
tion. 

2326-13G.  Section  188.  Every  person,  guardian,  or  other 
person  in  this  state  having  control  of  a  child  fourteen  years  of  age 
or  fifteen  years  of  age  or  sixteen  years  of  age,  who  has  not  com- 
pleted the  work  of  the  eighth  grade  of  the  free  public  schools,  is 
required  to  and  shall  send  such  child  to  the  free  public  schools  of 
the  county  or  special  school  district  in  which  the  child  resides,  not 
less  than  one  hundred  (100)  days,  as  nearly  consecutive  as  pos- 
sible, beginning  not  later  than  November  first,  during  the  period 
of  each  year  the  free  public  school  of  the  respective  county  or 
special  school  district  are  in  session ;  and  such  child  shall  be  sent 
to  school  the  entire  period  of  each  year,  the  free  public  schools  of 
the  respective  county  or  special  school  district  are  in  session  if  not 
regularly  or  legally  employed  to  labor  at  home  or  elsewhere,  unless 
it  can  be  shown  to  the  satisfaction,  and  witnessed  by  written 
endorsement,  of  the  county  superintendent  of  schools  or  of  the 
respective  superintendent  of  schools  of  the  given  special  school  dis- 
trict that  such  child  is  elsewhere  receiving  regular  and  thorough 
instruction  during  such  period  in  the  studies  taught  in  the  free 
public  schools  of  the  state  to  children  of  the  same  age  and  stage  of 
advancement.  Provided  that  the  provisions  of  this  section  shall 
not  apply  to  children  whose  mental  or  physical  condition,  as 
attested  by  a  physician's  certificate,  is  such  as  to  render  the  in- 
struction above  described  inexpedient  or  impracticable. 

Provided  further  that  private  teachers,  principals  and  teachers 
in  private  schools  and  educational  institutions  shall  make,  to  the 
respective  county  superintendent  of  schools  or  superintendent  of 
schools  of  the  given  special  school  district,  all  reports  on  the  attend- 
ance of  such  children  in  their  charge  and  under  their  instruction 
as  may  be  required  by  the  state  board  of  education. 

232G-137.  Section  189.  For  every  neglect  of  duty  imposed  by 
sections  187  and  188  of  this  article  on  parents,  guardians,  or  other 
persons,  the  parents,  guardians,  or  other  persons  offending  shall  be 
guilty  of  a  misdemeanor,  and  shall  upon  conviction  thereof  forfeit 
a  fine  of  not  less  than  five  dollars  ($5)  or  more  than  twenty-five 
dollars  ($25)  on  first  conviction,  and  a  fine  of  not  less  than  twenty- 
five  dollars  ($25)  or  more  than  fifty  dollars  ($50)  for  each  eub- 


JDelawaee  3485 

sequent  conviction,  and  in  default  of  payment  of  said  fine,  the 
defendant  may  be  committed  to  the  county  prison  for  a  period  not 
exceeding  two  (2)  days  for  the  conviction,  and  for  a  period  not 
exceeding  five  (5)  days  for  each  subsequent  conviction.  Provided, 
however,  that  before  such  action  shall  be  brought  for  any  of  the 
aforesaid  penalties,  the  parent,  g-uardian,  or  other  person  liable 
therefor,  shall  be  notified  in  writing  by  the  county  superintendent 
of  schools  or  by  the  superintendent  of  schools  of  the  special  district, 
according  to  the  residence  of  the  offending  person,  of  such 
liability,  and  shall  have  opportunity,  by  compliance  with  the 
requirements  of  this  article  within  three  school  days  then  and 
thereafter  to  avoid  the  imposition  of  (such)  penalty.  The  mail- 
ing of  such  notice  to  the  usual  address  of  offending  party  shall  be 
deemed  sufficient  under  this  article.  But  after  such  notice  has 
been  given,  if  the  same  child  is  absent  from  school  three  days  or 
their  equivalent  in  time  during  the  remaining  period  of  com- 
pulsory attendance,  without  excuse  provided  for  by  section  187  of 
this  article,  the  parent,  guardian,  or  person  in  parental  relation, 
shall  be  liable  to  prosecution  under  this  article  without  further 
notice. 

2326-138.  Section  190.  The  fines  provided  for  by  this  article, 
shall  when  collected,  be  paid  over  by  the  officers  collecting  the 
same,  to  the  treasurer  of  the  countv  board  of  education  or  of  the 
board  of  education,  of  the  special  school  district,  according  to  the 
residence  of  the  person  convicted,  to  be  accounted  for  by  such 
treasurer  as  other  moneys  raised  for  school  purposes ;  such  fines 
shall  be  collected  by  a  process  of  law  similar  to  the  collection  of 
other  fines. 

2026-139.  Section  191.  It  shall  be  the  duty  of  attendance 
officers  to  apprehend  or  arrest  without  warrant  truants  and  those 
who  fail  to  attend  school  in  accordance  with  the  provisions  of  sec- 
tions 187  and  188  of  this  article.  When  an  attendance  officer 
apprehends  or  arrests  a  truant  or  other  person,  as  herein  set  forth, 
he  shall  have  power  immediately  to  place  him  or  her  in  the  free 
public  schools  in  which  he  or  she  is  or  should  be  enrolled;  or  to 
place  such  child,  at  the  expense  of  the  parent,  guardian,  or  person 
in  parental  relation,  under  such  private  person,  or  in  such  private 
school  or  educational  institution,  as  is  provided  for  in  section  187 
of  this  article,  when  so  requested. 

2326-140.  Section  192.  The  board  of  education  of  any  county, 
on  *lie  recommendation  of  the  county  superintendent  of  schools, 


3486  CiTizE]NrsHiP  Teainijjg  in  Other  States 

and  the  board  of  education  of  any  special  school  district,  on  the 
recommendation  of  its  respective  superintendent  of  schools, 
(either  separately  or  jointly),  may  establish  special  schools  for 
children  who  are  habitual  truants  or  who  are  insubordinate  or  dis- 
orderly during  their  attendance  upon  instruction  in  the  free  public 
schools,  and  may  provide  for  the  proper  care,  maintenance  and  in- 
struction of  such  children  in  such  schools  and  for  such  period  of 
time  as  the  respective  board,  on  the  recommendation  of  its  respec- 
tive superintendent  of  schools,  may  prescribe.  But  before  the 
pupil  shall  be  placed  in  such  special  school,  the  parent,  guardian, 
or  person  in  parental  relation  shall  have  opportunity  to  be  heard. 

2o26-141.  Section  193.  All  truancy  and  incorrigibility  shall 
be  deemed  disorderly  conduct,  and  in  case  no  special  school,  as 
herein  prescribed,  has  been  established,  the  county  superintendent 
of  schools  and  the  superintendents  of  schools  of  special  school  dis- 
trict shall  proceed  against  such  truant  or  incorrigible  pupil  as  a  dis- 
orderly person  and  upon  conviction  the  pupil  may  be  sentenced  for 
a  definite  time  to  the  Ferris  Industrial  School  for  Bovs  or 
Delaware  Industrial  School  for  Girls.  The  state  treasurer  shall 
pay  to  the  authorities  of  the  said  school  the  sum  of  fifty  cents 
(50c)  per  day,  from  money  not  otherwise  appropriated,  for  each 
day  such  pupil  is  confined  in  said  institution. 

2326-142.  Section  194.  County  superintendents  of  schools 
and  superintendents  of  schools  in  special  school  district,  or  per- 
sons designated  by  such  superintendents,  shall  issue  employment 
certificates,  permits  and  badges,  and  the  principal  or  the  head 
teacher  of  the  several  free  public  schools,  and  private  teachers  and 
the  principal  or  head  teacher  of  private  schools  or  educational  in- 
stitutions provided  for  in  section  187  of  this  article  shall  make  out 
and  sign  such  records  as  are  required  by  the  laws  regulating  child 
]abor  as  provided  by  article  3  of  chapter  ninety,  of  the  revised 
code. 

2.  State   Legislation  —  English   Language 

Law  Providing  for  Cumpulsory  Use  of  English  Langioage 

Delaware  School  Code  —  1919 
2283.  Section  11.  English  shall  bo  the  only  language 
employed  and  taught  in  the  first  six  grades  of  the  elementary 
schools  of  and  in  the  state,  provided  in  case  this  provision  is 
violated  by  individuals,  private  educational  associations,  corpora- 
tions, or  institutions,  the  state  board  of  education  shall  take  such 
legal  action  as  will  enjoin  such  violation. 


Delawaee  3487 

3.  letter  from  State  Commissioner 

"The  work  of  Americanization  was  in  operation  but  six 
months  last  vear  and  was  carried  on  under  the  direction 
of  the  Service  Citizens  of  Delaware.  Should  you  desire 
more  information  than  you  find  in  this  bulletin,  you  should 
write  to  Dr.  Joseph  H.  Odell,  Director  of  the  Service 
Citizens  of  Delaware. 

"I  might  say  that  the  work  is  being  carried  on  this  year 
under  the  direction  of  the  State  Board  of  Education  in  so 
far  as  the  supervision  and  teaching  of  the  Americanization 
classes  are  concerned,  the  last  General  Assembly  having 
appropriated  $15,000  for  the  present  year  and  a  like  sum 
for  next  year. 

"  The  Service  Citizens  of  Delaware  continue  to  aid  along 
those  lines  \Vhich  are  outside  of  regular  teaching  work. 

"  Our  foreign-born  element  in  Delaware  is  to  be  found 
largely  in  the  City  of  Wilmington  and  only  a  very  small 
Americanization  class  can  be  established  anywhere  else  in 
the  state. 

"  Personally  I  am  of  the  opinion  that  if  Ave  are  to  be  free 
from  strikes  and  disturbances  in  the  industrial  centers,  it 
will  be  necessary  for  the  Federal  Government  and  the  several 
states  of  the  Union  to  put  forth  much  effort,  backed  by  a 
great  deal  of  money,  in  order  that  foreigners  may  be  xVmer- 
icanized.  So  long  as  we  have  tens  of  thousands  of  workmen 
who  do  not  speak  the  English  language;  who  do  not  come  in 
contact  with  the  common  citizens  of  this  country;  these  men 
and  women  who  have  come  from  other  countries  having 
different  forms  of  government  and  different  habits,  must 
either  be  instructed  in  our  customs  and  ways  and  govern- 
ment or  there  can  be  no  peace  in  our  country." 

"  State  Aid  "  Bill  passed  by  Delaware  General  Assembly,  March 
17,  1919. 

This  bill  provides  for  an  appropriation  of  $15,000  per  year 
for  two  years  beginning  January  1,  1919,  to  assist  in  the  Amer- 
icanization of  the  foreign-born  non-English-speaking  residents  of 
the  state.  It  provides  that  in  any  school  district  in  the  state 
where  there  are  ten  or  more  persons  over  sixteen  years  of  age 
who  do  not  speak  the  English  language  and  who  desire  to  learn 
it,  the  local  school  board  mav  establish  classes  at  a  convenient 
time  to  teach  the  English  language  and  the  institutions  and  forms 


3-488  Citizenship  Training  in  Other  States 

of  government  of  the  United  States  and  the  State  of  Delaware. 
The  teachers  are  employed  by  the  local  school  boards  and  do 
not  have  to  hold  certificates  as  provided  in  the  general  school  laws 
of  the  state. 

4.  Americanization  in  Delaware  a  State  Policy 

Initiated  by  the  Delaware  State  Council  of  Defense 
"  For  the  safety  of  the  State, 
For  America,  the  Great, 
And  the  Freedom  of  all  the  World." 

Prepared  by  Esther  Everett  Lape 


AMERICA 

Know  you  the  meaning  of  all  they  are  doing? 
Know  you  the  light  that  their  soul  is  pursuing? 
Know  you  the  might  of  the  world  they  are  making, 
This  nation  of  nations  whose  heart  is  awaking? 
What  is  these  mingling  of  peoples  and  races  ? 
Look  at  the  wonder  and  joy  in  their  faces! 
Look  how  the  folds  of  the  union  are  spreading! 
Look  for  the  nations  are  come  to  their  wedding. 
How  shall  the  fold  of  our  tongue  be  afraid  of  it  ? 
England  was  born  of  it.     England  was  made  of  it. 
Made  of  this  welding  of  tribes  into  one, 
This  marriage  of  pilgrims  that  followed  the  sun! 
Briton  and  Roman  and  Saxon  were  drawn 
By  winds  of  this  Pentecost,  out  of  the  dawn, 
Westward,  to  make  her  one  people  of  many; 
But  here  is  a  union  more  mighty  than  any. 
Know  you  the  soul  of  this  deep  exultation? 
Know  you  the  word  that  goes  forth  to  this  nation. 

I  am  the  breath  of  God.     I  am  His  Liberty. 
Let  there  be  light  over  all  His  creation. 

—  **  The  Avenue  of  the  Allies,"  by  Alfred  Noyes. 


I 


"o    O 


O    .FH 

~-    OS 


Ol 

-a 

c 


s 
o 

a! 

CS 


Delaware  o489 

DELAWARE  STATE   COUNCIL  OF  DEFENSE 
Governor  Joiix  G.  Towxsr:xr),  Chairman 
Everett  C.  Johnson,  Director  General 
John  J.  Raskob,  Frederick  Brady 

David  Snellenberg  Arley  B.  Magee 

Merrill  Tilgh-man  J.  Edwin  Hoffecker 

Wm,  R.  Seward  Oliver  A.   Xewton 

Mrs.  Chas.  R.  Miller  Dr.  Rowland  G.  Paynter 

Frank  R.  Poole  John  M.  ]\[endinhall 

AMERICANIZATION   COMMITTEE  OF  THE   STATE 
Defense  Council 
David  Snellenberg,  Chairman 

]\1rs.  James  N.  Ginns,  Chairman  of  the  Woman's  Commit  lee 
Helen   Hart,   Secretary 

Esther  Everett  Lape,  Consulting  Director  on  Americanization 
for  the  Committee 

a.        NEED  OF  AxMERICANIZATION  IN  DELAWARE 

It  took  the  war  to  make  the  United  States  realize  the  need  for 
Americanizing  the  foreign-born  residents  or  citizens  in  our  midu 
that  is,  for  making  them  an  integral  part  of  our  America.  The 
war  did  not  create  this  need;  the  foreign-horn  have  been  living 
here  for  years,  isolated,  lonelv,  discontented,  cut  off  from  the 
normal  human  and  civic  relations,  depriving  us  of  all  social  and 
philosophic  fellowship  with  them,  because  they  could  not  speak 
our  language  and  we  could  not  speak  theirs.  They  did  not  under- 
stand what  we  would  have  been  willing  to  do  for  them,  and  we 
could  not  understand  what  they  wanted  from  this  land.  They 
want  the  ordinary  sweet,  simple  human  tilings  —  a  chaiict'  lo  wi'rk, 
a  decent  place  in  which  to  live  and  bring  up  their  children,  a  little 
bit  of  land,  a  safe  way  of  investing  their  savings,  a  chance  of 
nijiking  themselves  felt,  in  the  unassuming  and  yet  dignified  way 
that  ought  to  characterize  a  democracy.  And  what  many  a  one 
got  instead  of  that  —  many  a  thousand  —  was  hard,  brutalizing 
work  with  a  bunk  in  a  box-car  or  a  camp  boarding-house  or  a 
tenement  for  a  home,  often  Avith  high  wages  but  no  good  way  to 
spend  them,  with  no  one  to  take  care  of  his  money  but  immigrant 
bankers  who  often  were  not  supervised  by  the  state  —  a  life  where 
the  man  had  no  chance  to  have  a  family  or  a  home,  or  take  part 
in  the  affairs  of  the  town  in  which  he  was  living. 
110 


ot 


t90  Citizenship  Training  in  Other  States 


These  conditions  existed  long  before  the  war.  The  end  of  the 
war  does  not  end  them.  Thev  remain,  to  be  remedied  as  swiftly  as 
may  be.  The  war  only  made  them  stand  out  in  sharp  relief 
against  the  nation's  need. 

This  eoimtry's  relation  to  its  foreign-born  residents  is  a  par- 
ticularly important  situation  at  this  moment.  The  restriction 
of  iuimiffration  is  already  beino-  uro;ed;  it  has  behind  it  the  feel- 
ino-  calliu"-  for  the  exclusion  of  the  hundreds  of  thousands  of 
Germans  that  are  said  to  be  planning  to  come  here;  and  it  will 
be  supported  by  the  labor  forces,  and  opposed  by  interests  that 
want  a  large  su])ply  of  labor  available.  Whether  many  foreigners 
will  now  want  to  leave  Europe  remains  to  be  seen.  Certain  of  the 
countries,  ravaged  by  the  war  and  needing  men  for  their  own 
rehabilitation,  may  pass  measures  restricting  emigration.  The 
number  of  men  now  here  who  will  return  to  Europe,  because  they 
want  to  see  what  has  happened  in  their  old  homes  or  because  they 
will  l)e  able  to  get  good  wages  there  during  the  reconstruction 
period,  or  because  they  are  drawn  by  the  hope  of  finding  in  new 
repul)lics  ovei-  there  the  liberty  they  think  thev  have  failed  ro 
find  hei-e,  also  remains  to  be  seen.  Apparently  there  will  be  a 
movement  of  considerable  importance,  leading  men  who  left  their 
homes  because  they  could  have  no  freedom  there,  back  to  them 
now  that  freedom  has  come.  The  Bohemians,  for  instance,  will 
go  liack  i]i  num])e]>  T(»  their  new  rej)ublic  iir  whatc\er  h  may 
become — a  free  Bohemia,  at  least.  The  Poles,  the  Czecho- 
slovaks and  the  Jugo-Slavs  will  undoubtedly  return,  to  some 
extent.  The  love  of  an  old  race  for  its  land  and  its  nation,  the 
devotion  even  of  wanderers  to  the  land  from  which  they  come,  is 
desirable  and  noble.  And  yet  when  it  is  carried  so  far  as  to  make 
tlic  recent  Polish  convention  in  Detroit  refer  to  the  4,000;00() 
Poles  in  this  country  as  the  "fourth  part  of  Poland,"  the  question 
arises  as  to  what  extent  we  can  afford  to  permit  foreigners  to 
remain  foreign  while  living  in  our  country,  or  perhaps  to  how 
i.o.xG  we  can  afford  to  permit  it. 

Internationally,  the  whole  subject  of  our  relation  to  our  foreigii- 
born  residents  will  come  up  for  readjustment  in  the  treaty 
revisions  that  will  undoubtedly  follow  the  end  of  the  war.  The 
terms  on  which  aliens  may  live,  their  right  to  work  and  to  conduct 
businesses,  their  claim  to  the  protection  of  their  treaty  rights 
as  against  mob  violence,  the  international  effects  attached  to  our 
conferring  of  citizenship,  are  all  matters  of  moment  now. 


Delaware  3491 

As  a  result  of  the  interuatioiial  aspect  this  situation  has  taken 
on,  our  state  laws  affecting  the  foreign-born  which  now  make 
varying  and  unequal  provision  on  the  education  of  adults  in  the 
English  language  and  citizenship,  the  right  to  work  and  to  hold 
propert}^  will  probably  have  to  make  way  for  a  national  policy 
insuring  a  uniform  attitude  throughout  the  United  States  toward 
the  aliens  here  under  the  protection  of  the  treaties  it  has  made. 

All  these  considerations  make  it  imperative  now  to  find  out 
just  what  the  situation  in  this  country  is,  and  to  join  state  by  state 
in  a  vast  co-operative  effort  toward  a  genuine  national  policy  of 
Americanization,  not  by  "  programs,"  not  merely  by  laws  and 
appropriations,  but  by  a  sincere  new  understanding  of  our  national 
destiny.  There  is  life,  liberty,  and  happiness  in  the  United 
States  for  us  all. 

Delaware  is  a  fortunate  state,  in  that  its  Americanization  pro- 
gram is  a  manageable  one.  In  certain  of  our  industrial  states, 
the  percentage  of  foreign-born  is  so  great  and  the  degree  of 
assimilation  during  the  past  ten  or  twenty  years  so  low  that  these 
states  now  find  themselves  confronted  with  a  situation  that  is 
almost  overwhelming.  Delaware  is  not  one  of  these  states.  At 
the  maximum,  Delaware  has  a  foreign-born  population  of  between 
25,000  and  30.000.  not  more.  In  1910  there  were  in  this  state 
17,-192  foreign-born  persons,  comprising  8.6  per  cent,  of  the 
population.  In  addition  to  this  there  were  25,873  others,  or 
about  12  per  cent,  more,  of  foreign-born  or  mixed  parentage. 

In  other  words,  about  one-twelfth  of  the  population  of  the 
state  is  made  up  of  persons  born  in  other  countries,  and  one-eighth 
more  of  it  is  made  up  of  persons  born  here  of  parents  one  or  both 
of  whom  were  foreign-born.  Considering  only  the  white  [lopula- 
tion  of  the  state,  about  10  per  cent,  of  it  is  foreign-born  and  15  per 
cent,  more  native-born  of  foreign  or  mixed  parentage. 

Compared  with  Rhode  Island,  for  instance,  where  33.4  per 
cent,  of  the  population  is  foreign-born  and  36.6  per  cent,  more 
of  foreign  or  mixed  parentage ;  or  with  Xew  York,  where  the 
percentages  are  30.4  and  33.5,  or  with  Massachusetts,  where  they 
are  31.6  per  cent,  and  35.2  per  cent.,  the  Delaware  situation 
appears  less  grave.  In  point  of  numbers,  it  is  a  situation  that 
probably  could  have  been  met  at  any  time  by  the  ordinary  educa- 
tional institutions  of  the  state,  if  care  had  been  taken  to  make 
them  adequate,  and  that  can  still  be  met  without  undue  strain- 
ing or  over-burdening  of  the  state's  resources  or  institutions,  if 

PROMPT   ACTTOX   BK   TAKKX   NOW. 


3492  CiTizEXRiiii'  Training  in  Oti-iee  States 

The  percentage  of  illiterates  in  Delaware,  however,  is  high; 
in  1910  the  total  number  of  illiterates,  i.  e.,  persons  ten  years  of 
age  or  over  who  cannot  read  or  write  in  any  language,  was 
13,240,  or  8.1  per  cent,  of  the  i^opulation.  Of  these  3,525  were 
native  white  persons,  6,345  were  colored,  and  3,359  were  foreign- 
born  white  persons.  Leaving  out  the  colored  persons,  about  4.1 
per  cent,  of  the  white  population  of  the  state  is  illiterate.  In 
Khode  Island  it  is  7.7  for  the  state;  in  Massachusetts  it  is  5.2 
per  cent.,  and  in  Xew  York  it  is  5.5  per  cent.,  as  against  8.1  for 
Delaware. 

Distribution  op  the  Foreign-Born  in  Delaware 
The  foreign-born  in  the  state  are  almost  entirely  concentrated 
in  the  city  of  Wilmington,  or  in  a  few  industries  outside  the  limits 
of  the  city,  but  very  near  it,  and  in  IS^ew  Castle,  several  miles 
from  Wilmington.  At  certain  seasons  of  the  year  foreign-bora 
workers  are  used  in  some  of  the  canneries  in  the  lower  part  of  the 
state.  These  foreign-born  men  and  women  are  migratory 
laborers,  however,  and  usually  are  not  residents  of  Delaware. 

It  is  surprising  to  find  that  there  are  very  few  foreign-born 
persons  living  on  farms  throughout  the  state.  The  1910  census 
reports  only  4:10  foreign-born  white  farmers  in  Delaware,  of  fhe 
following  races: 

German   131 

Irish    72 

English    55 

Canadian 52 

Other  Europeans 99 

Non-enumerated    1 


410 


Italians  and  Poles,  making  up  by  far  the  greater  part  of  the 
foreign-born  in  the  state,  are  presumably  included  in  ''  other 
European.''  Both  these  races,  especially  the  Italians,  are  eager 
to  own  a  little  land.  Probably  90  per  cent,  of  the  Italians  that 
come  to  this  country  understand  farm  work.  In  all  immigrants, 
the  inimedate  need  for  ready  money,  in  wages,  and  the  desire  to 
be  where  there  are  other  men  and  women  speaking  their  own 
language,  are  powerful  forces  tending  to  k(^ep  the  immigrants 
in  cities  and  towns.  The  desire  to  own  land,  if  it  is  only  a  little 
truck  patch,  is,  however,  equally  strong:  and  in  Delaware,  where 


Delaware  3493 

land  is  good  and  is  for  sale,  one  would  expect  to  find  many  immi- 
grants scattered  throughout  the  state,  as  hired  men,  tenants  and 
owners.  Undoubtedly  the  law  forbidding  aliens  to  own  land, 
which  was  in  force  until  1911,  has  retarded  the  natural  tendency 
of  (he  immigrants  to  make  their  way  out  on  the  land;  probal)ly 
m  the  next  few  years  enough  immigrants  will  take  advantage  of 
the  right  of  buying  land  to  offset  the  decrease  in  the  amount  of 
iitijMdvcd  laiid  and  land  under  cultivation  that  has  been  taking 
place  for  the  last  twenty-five  years. 

The  DiFFEKEi!fT  Races  in  Delaware 

Poles  and  Italians  are  the  two  leading  races  among  the  immi- 
grants in  Delaware.  According  to  the  1910  census  the  dilfercnt 
races  here,  by  country  of  birth,   are: 

■x\ustria    992 

Canada  (French) 63 

Canada  (other) 4;')2 

Cuba,   etc 20 

Denmark   52 

England    1.555 

France 169 

Germany   2,572 

Greece   33 

Holland   20 

Hungary    247 

Ireland    o.984 

Italy    2,893 

^N'orway ' .38 

Eoumania    39 

Russia 3,428 

Scotland    344 

Sweden    332 

Switzerland   78 

Turkey    18 

Wales 34 

Other  foreign  countries 77 


Until  the  alien  census  is  completed,  the  number  of  persons  now 
here  who  were  born  in  countries  where  English  is  not  spoken  can 
only  be  estimated.  From  all  avaihible  information,  it  is  believed 
that  there  are  now  in  the  State  of  Delaware  about  10,000  Poles 


3494  Citizenship  Trai^ting  ix  Other  States 

and  Russians,  10,000  Italians,  1.000  Ruthenians,  and  smaller 
numbers  of  Greeks,  Austrians  and  other  races.  It  is  said  that 
there  have  been  3,000  Spaniards  and  Portuguese  in  the  state  dur- 
in*;  the  last  two  vears. 

Previous  Americaxization  Work  in  This  State 
Very  little  has  previously  been  done  in  Delaware  toward  th<- 
Americanization  of  the  foreign-born  residents  of  the  state.     The 
state  has  never  had  any  state  Americanization  policy,  nor  has  any 
legislation  bearing  upon  this  subject  been  enacted. 

In  1916  an  attempt  was  made  in  Wilmington  to  have  Amer- 
icanization classes  conducted  in  the  public  schools,  and  an  Amer- 
icanization Committee  was  appointed  to  arouse  public  interest 
in  the  plan.  The  school  authorities  having  refused  to  appro- 
priate money  for  the  classes,  a  sum  was  raised  by  public  sub- 
scription, and  the  classes  were  opened.  These  classes  were 
attended  bv  500  forei2:n-born  adults.  At  the  end  of  lour  months 
the  sum  raised  by  subscription  was  exhausted,  and  the  Wilming- 
ton Board  of  Education  asked  the  City  Council  for  $1,500  to 
continue  the  classes.  It  was  refused.  The  next  vear  the  Board 
asked  for  $2,500  for  this  purpose.  It  was  refused.  This  year 
a  request  for  $3,000  for  1918-19  was  again  refused.  The  Legis- 
lature of  1918  was  also  asked  to  appropriate  $3,000  for  Amer- 
icanization work  in  the  state;  later  the  amount  was  reduced  to 
$1,500.     The  bill  did  not  pass. 

It  is  evident  that  neither  the  lawmakers  of  the  state,  nor  the 
general  body  of  its  citizens  felt  that  there  was  any  need  for  helj)- 
ing  the  foreign-born  members  of  the  community  to  obtain  a  firm 
footing  in  their  new  home.  They  knew  that  there  were  many 
immigrants  in  the  state;  they  knew  that  many  of  them  got  into 
difficulties  of  one  kind  or  another,  and  that  hundreds  of  them 
could  not  speak  or  read  English,  and  so  could  not  learn  the  laws 
and  ordinances  and  customs  of  the  citv  or  the  state  cither  from 
the  newspapers  or  from  talking  with  the  native-born  tb.py  might 
meet  in  the  shop  or  on  the  street;  and  yet  they  did  not  realize 
that  their  governmental  system  and  institutions  ignored  thousands 
of  persons  who  had  Ixx-ome  a  permanent  part  of  the  life  of  this 
community. 

b.     a  survey  of  the  field 
When   the   State  Defense   Council   began  its  Americanization 
work  on  the  first  of  October,  1918,  it  realized  that  the  state  pro- 


Del  AWAKE  3405 

gram,  both  lecrislative  and  ^oc-ial,  would  have  to  be  formulated  and 
carried  out  in  direct  accord  with  the  numbers  of  foreijm-born 
livinis:  here,  not  in  1010.  but  now,  the  races  they  belong  to.  their 
distiibution,  the  condition  as  permanent  or  as  migratory  work- 
men, their  o^^-nership  of  property  here,  and  a  number  of  other 
exceedingly  important  considerations.  A  survey  of  this  kind  could 
not  be  adequately  made  in  a  few  weeks.  It  was  decided  that  a 
thorough-going  and  accurate  survey  of  all  the  conditions  affecting 
the  foreign-born  in  Delaware  should  be  a  definite  part  of  the 
permanent  Americanization  program.  In  the  meantime,  how- 
ever, it  was  obvious  that  a  practicable  program  for  the  state  did 
not  need  to  wait,  for  its  begixning,  upon  the  results  of  such  a 
survey. 

Xo  survey  was  needed,  for  instance,  to  determine  the  fact  that 
Delaware  has  right  now  a  great  number  of  unassimilated  immi- 
grants working  and  living  within  its  borders.  No  survey  was 
needed  to  determine  the  fact  there  is  not  a  single  public  educa- 
tional facility  for  the  adult  immigrant  within  the  state.  A  very 
brief  "  survey "  indeed  showed  that  very  few  foreign-born  men 
or  women  in  Delaware  attempt  to  become  naturalized,  or  even 
apply  for  their  first  papers:  in  the  eight  years  from  1010  to  1918 
the  State  of  Delaware  naturalized  only  967  foreign-born  persons, 
and  of  these  nearly  300  came  from  English-speaking  countries. 

The  state  Americanization  program  was  therefore  begun  at 
once  along  certain  fundamental  and  exceedinijlv  necessarv  lines. 
The  immediate  program  included  a  complete  census  of  aliens, 
to  furnish  a  liasis  for  all  plans.  The  additional  survey,  to  cover 
a  longer  period  of  time,  and  to  require  the  services  of  skilled  per- 
.sons  in  various  fields,  was  planned  to  include : 

1.  The  demand  and  supply  of  foreign-born  workmen  in  the 
industries  of  the  state,  on  a  permanent  basis. 

2.  The  demand,  supply  and  nature  of  housing  facilities  for 
foreign-born  workmen  in  and  around  the  various  industries  in 
Wilmington  and  throughout  the  state. 

3.  The  possibilities  of  sound  investments  within  this  state 
for  the  savings  of  the  foreign-born,  and  the  extent  to  which  these 
opportunities  are  used. 

4.  The  use,  tendency  and  character  of  the  foreign  language 
papers  read  in  Delaware,  whether  printed  in  this  state,  or  in  Xew 
York,  Philadelphia  and  other  cities  and  their  circulation, 
influence,  editorial  tendency,  advertising  control,  etc 


3496  CiTizE^^SHip  Training  in  Other  States 

5.  Lands  available  either  for  sale  or  tenancy  to  foreign-born 
families,  witli  a  snrvey  of  botb  tbe  availability  and  the  demand. 

fi.  A  survey  of  the  foreign  language  organizations  and  lodges 
in  This  state,  their  connection  with  national  agencies,  their  actual 
purpose  and  actual  influence,  their  tendency  toward  or  away  from 
Americanization. 

7.  The  extent  to  which  churches,  national  or  racial  organiza- 
tions, political  clubs,  or  any  other  agencies  provide  any  educa- 
tional opportunities  for  immigrants,  either  in  the  direction  of 
learning  English  or  of  qualifying  for  admission  to  citizenship. 

8.  The  extent  to  which  aliens  have  become  public  charges  upon 
the  charitable  or  penal  institutions  of  the  state. 

0.  A  study  of  each  race  in  Wilmington  separately.  Poles, 
Italians,  RuthenianSj  Russians,  Jews,  Greeks,  Spaniards,  etc., 
with  special  reference  to  their  relation  to  the  present  situation 
both  here  and  in  the  old  countrv,  as  to  anv  division  or  difference 
among  groups  of  the  same  race  here  in  Delaware,  the  causes,  etc. 

10.  A  study  of  the  religious  influences  prevailing  among  Ihe 
various  groups  of  foreign-born  in  Delaware,  the  strength  of  each 
organized  congregation,  and  the  attitude  of  one  congregation  to 
another  when  both  deal  with  the  same  race  (e.  g.,  Orthodox  and 
Reformed  Jews,  Polish  Catholics  and  Polish  Protestants). 

This  whole  Delaware  program,  as  initiated  by  the  State 
Defense  Council,  is  based  upon  the  assumption  that  it  is  a  long 
time  program,  to  be  adequately  carried  out  in  the  state.  The 
Council  recommended  that  as  the  long  time  survey  was  made, 
definite  and  carefully  worked  out  recommendations  based  upon 
each  part  of  it  should  be  submitted  to  the  Defense  Council  or  to 
the  organization  which  should  carry  on  the  Americanization  pro- 
gram after  the  State  Defense  Council's  life  should  have  been 
ended. 

C.       THE  DELAWARE  CENSUS  OF  ALIENS 

The  most  economical  tind  efficient  way  of  taking  the  census 
seemed  to  be  to  take,  through  the  industries,  a  census  of  foreign- 
born  workmen,  and  to  include  in  the  record  of  each  certain  data 
about  the  number  and  personnel  of  their  families.  The  result 
would  ensure  a  card  index  of  all  foreign-born  persons  in  the  state. 

The  Defense  Council  made  a  list  of  all  the  industries  of  the 
state  employing  foreign-born  workmen  or  likely  to  employ  them. 
This  included  not  only  firms  that  employ  several  thousands  or 
several  hundreds,  but  also  firms  that  employ  two  or  three  foreign- 


Delaware  349  T 

born  laborers.  The  list  was  prepared  with  the  courteous  assist- 
ance of  the  Chamber  of  Commerce,  the  Manufacturers'  Associa- 
tion and  the  United  States  Employment  Service.  It  is  safe  to 
assume  that  few,  if  any,  firms  employing  any  foreign-born  men 
whatever  were  overlooked. 

In  addition  to  taking  the  census  through  the  plants,  it  was 
necessary  to  extend  it  to  cover  a  considerable  number  of  foreign- 
born  who  are  in  business  for  them^^elves.  Capable  persons  among 
the  Greeks,  Poles  and  Italians  were  therefore  employed  to  make 
a  systematic  census  of  all  members  of  their  races  iu  individual 
businesses  in  the  city. 

For  the  taking  of  the  census,  the  Defense  Council  had  ])fin'.('d 
in  serial  numbers  the  card  reproduced  below: 

Delaware  State  Council  of  Deke.nse 
Aliev  Indusfrial  Census  Recorrl 

Plant 

Xame 

Job 

Age 

Home  address 

What  language  do  you  speak  ?      

How  long  have  you  been  in  America  ?      

Where  born  ?      

Have  you  been  fully  naturalized  in  the  United  States  ?      

When?      \ 

If  not,  have  vou  taken  out  first  papers?      

When?       ./. 

Can  you  speak  English  ?      

Can  vou  read  or  write  vour  own  language?      

Can  you  write  English  ?      

Have  you  ever  had  any  instruction  in  English  or  citi/enshi])  ? 


Where  ?      

Have  you  a  family  in  this  city  ? 

Have  vou  a  family  in  the  old  country  ?      

Wife?     '. ' Husband?      

How  many  children  (give  ages)  ?      

Mother  ?    

Father  ?     

A  representative  of  the  State  Defense  Council  went  to  see  the 
men  in  charge  of  the  larger  industries  of  the  state,  explaining 
the  purpose  of  the  census,  and  outlining  the  necessity  for  havmg 


3498 


Citizenship  Training  in  Other  States 


employers  support  the  state  Americanization  progi-am  both  inside 
their  own  plant  and  outside  in  the  community,  if  it  wa^^  to  he 
successful. 

They  were  urged  to  support  the  state  program,  and  to  take  the 
census  as  a  first  step,  first  as  patriotic  citizens  interested  in  the 
safety  and  efficiency  of  the  stale  and  the  nation,  and  secondly, 
as  employers  interested  in  securing  and  holding  stahle  and  efficient 
workmen  and  fellow  citizens. 

The  Manufacturers'  Association  of  Wilmington  assisted  in  tak- 
ing the  alien  industrial  census  with  those  industries  listed  in  its 
membership.  This  co-operation,  with  that  of  the  Chamber  of 
Commerce  and  tlie  Employment  Service,  facilitated  the  work. 

Result  of  Alien  Industrial  Census 
As  the  results  of  the  census  came  in,  the  returns  were  organized 
and  analyzed  for  each  plant  on  the  following  analysis  sheet: 

Delaware  State  Council  of  Defense 
Alien  Industrial  Census  Record 

Plant 

Number  of  foreign-bom  employees 

Average  age 

Men Women jMarried 

Single 

Number  having  families  in  Delaware 

Total  number  of  persons  in  these  families 

Number  having  families  in  the  old  country 

Number  bom   in   Poland Italv 

Greece Russia Ruthenia. 

Czecho-Slovakia Spain 

Mexico S.  America Germany. 

British  Isles Hungary 


Less  than 
5  years 


In  America 

Number  citizens   

Number   declarants    

Others     

Total    

Less  than 

In  America 5  years 

Number  speaking  Eng- 
lish     

Number  illiterates 

Number  who  have  had 

instruction    


O-IO 

years 


10-15 
years 


Over  15 
years 


.-.-10 
years 


10-15 
years 


Over  15 
years 


Total 


Tutal 


Delaware  3499 

When  the  census  is  completed  it  will  show  the  following  facts: 

Total  number  of  foreign-born  workmen  in  the  state. 

Total  number  of  workmen  with  families  here. 

Total  number  with  families  in  the  old  country. 

Total  number  in  their  families  in  the  state. 

Total  foreign-born  population  of  the  state. 

Total  number  naturalized. 

Total  numl)er  with  first  ])apers. 

Total  number  still   aliens. 

Total  number  unable  to  speak   English. 

Total  number  unable  to  read  or  write  their  own  lana'uage. 

Total  number  of  each  race  in  the  state. 

The  analysis  sheet  of  the  returns  for  three  Wilmington 
industries,  taken  from  those  which  had  returned  the  census  cards 
bv  the  time  this  report  had  to  go  to  press,  are  given  here  as  an 
indication  of  what  the  completed  census  will  show. 

In  one  industry  employing  227  foreign-born  workmen,  216 
have  never  been  naturalized;  193  have  not  even  taken  out  their 
first  papers.  Most  of  these  have  been  in  the  country  at  least 
ten  years.  Only  36  of  them  are  literate  in  the  English  lang-uage; 
51  of  them  cannot  even  read  and  write  their  own  language;  58  of 
them  have  families  in  the  old  countrv. 

In  another  industry  employing  96  foreign  employees,  89  have 
never  become  citizens.  Only  two  of  them  are  literate  in  the 
English  language,  although  15  say  they  can  speak  English  well 
enough  to  get  around  the  city.  Forty-four  cannot  even  read  or 
write  their  own  language. 

In  a  third  industry  employing  1,181  foreign-born  employees, 
only  256  have  been  naturalized;  226  others  had  taken  out  their 
first  papers;  699  have  not  even  done  that;  668  speak  English, 
and  451  of  these  can  write  it;  213  cannot  even  read  or  write  their 
own  language;  513  do  not  speak  English.  The  nationality  of 
these  men.  or  rather  the  language  they  speak,  is  as  follows: 
Polish,  393;  Italian,  273;  English,  167;  Spanish,  70;  Russian, 
63;  Jewish,  57;  German,  49;  Greek,  40;  Hungarian,  13; 
Swedish,  10;  Finnish,  8;  Mexican,  8;  French,  6;  Dutch,  5; 
Danish,  5;  Belgian,  3;  South  American,  (O^;  lioumanian,  2; 
Seibian,  Czecho-Slovak,  Syrian,  Turkish,  Norwegian,  and 
Japanese,  1  each.  Six  hundred  and  forty-eight  of  these  men 
have  families  in  Delaware,  and  these  families  have  2,231  mem- 
bers.    Over  1  per  cent,  of  the  whole  population  of  the  state  is 


3500  CiTizE^^SHip   Training  ik   Otiiek   Statks 

represented  by  the  families  of  the  polyglot  foreign-born  workmen 
of  this  one  plant.  Over  1  per  cent,  of  the  present  population  of 
the  state  of  Caesar  Eodney  and  Secretary  of  State  Bayard  is  made 
up  by  the  families  of  this  one  group  of  men,  speaking  24  lan- 
guages, 523  of  the  men  unable  to  speak  English,  and  925  of  them 
aliens. 

Change  ik  the  Situation  Since  the  Census  Was  Taken 
Most  of  the  industries  within  the  vstate  are  not  war  industries 
in  the  sense  of  having  been  created  by  the  war.  As  a  matter  of 
fact,  the  need  for  foreign-born  labor  in  Delaware  is  a  relatively 
stable  need,  except  on  construction  projects.  Most  of  the 
industries  during  the  war  needed  more  foreign-born  labor  than 
they  could  get.  At  the  present  moment  there  are  too  many 
fluctuating  factors  in  the  situation  to  make  it  wise  or  safe  to  make 
any  statement  as  to  the  need  at  present  for  foreign-born  lal^tor. 

It  is  true,  however,  that  with  the  reduction  of  over-time  work, 
a  number  of  alien  workmen  have  become  discontented  and  are 
leaving  the  state.  Manv  others  are  makinc;  their  wav  to  Xew 
York  preparatory  to  sailing  for  the  old  country  as  soon  as  the 
bars  on  travel  are  lifted.  At  present  the  situation  seems  to  be 
this:  there  is  a  distinct  movement  of  unskilled  labor  awav  from 
the  state;  and  there  will  be  a  shortage  of  foreign-born  labor. 

DinECT  Use  of  Census 
The  data  secured  from  the  census  will  constitute  a  substantial 
description  of  the  alien  situation  in  this  state.     The  census  serves 
the  four  following  purposes: 

(1)  It  shows  citizens  in  Delaware  in  general  what  the  Amer- 
icanization problem  is  and  therefore  indicates  the  means  of  going 
to  work  to  solve  it. 

(2)  It  furnishes  data  to  be  presented  to  the  Legislature   in 
explanation  of  the  Americanization  bills  that  are  to  be  proposed; 
it  shows  the  Legislature  that  it  is  dealing  with  an  actual  condi 
tion,  and  not  a  theory. 

(3)  It  will  show  the  emy)loyers  of  the  state,  when  presented 
to  them  at  the  Industrial  Conference,  what  the  alien  labor  situa- 
tion here  is.  It  also  gives  employers  actual  infornuition  as  to 
the  number  of  alien  workmen  who  would  be  affected  by  a  com- 
petent state  Americanization  program. 

(4)  It  furnishes  data  for  an  intelligent  campaign  to  reach  the 
non-English-speaking    ami    uiin.'itui'ali/ed,    and    makes   it    possible 


Dei>aware  obOl 

lo  orgauize  a  state  educational  program  and  Americanization 
classes  in  a  practical  and  scientific,  rather  than  a  haphazard,  man- 
ner. The  night  school  campaign  scheduled  for  January  is  to  he 
hased  entirely  on  the  census.  It  shows  the  men  to  be  reached, 
where  thev  live,  what  kind  of  classes  thev  need,  and  in  what 
neighborhood.  It  makes  it  possible  to  do  district  campaign  work 
and  actually  to  organize  classes,  rather  than  simply  issue  a  general 
invitation  and  ctVrry  on  merely  a  publicity  campaign. 

More  and  more  it  is  becoming  clear  that  Americanization  is  a 
practical  matter,  and  that  all  Americanization  work,  whether 
oiheial  or  unofficial,  must  be  based  upon  the  definitely  ascertained 
problem  in  the  locality  —  the  number  there,  their  degree  of  edu- 
cation, their  particular  need,  their  place  of  residence,  and  of 
work.  It  is  worth  while  to  expend  considerable  time  and  a  con- 
siderable amount  of  energ}'  in  laying  this  scientific  foundation, 
based  upon  the  facts  of  the  local  situation.  Without  such  a  basis, 
an  ^'Americanization  program "  will  not  justify  the  time  and 
money  a  comnuinity  puts  into  it. 

d.       INDUSTKIAL    AMERICANIZATION    IN    DELAWARE 

When  the  Americanization  Committee  first  besran  its  industrial 
Americanization  work,  it  became  aware  of  certain  conditions  too 
significant  to  be  passed  by  in  silence.  Many  of  these  conditions 
are  not  susceptible  of  proof  at  this  time.  They  must  be  pre- 
sented ratber  as  impressions.  They  should  at  least  be  presented 
as  questions  of  the  first  importance,  which  those  interested  in  the 
welfare  of  Delaware  should  consider  carefully  and  to  which  they 
must  some  dav  find  an  answer. 

In  the  first  place,  is  Delaware  really  progressing  industrially  ? 
Considering  its  industrial  facilities,  its  location,  the  nature  of 
its  industries,  its  waterways,  and  its  railroad  connections,  is  it 
attracting  to  the  state  as  many  progressive  industries  as  it  might 
be  expected  to  attract  within  a  given  number  of  years? 

To  get  the  right  kind  of  workmen  and  the  right  kind  of  popu- 
lation in  the  state  it  is  first  necessary  to  get  and  hold  the  right 
kind  of  industries.  This  is  why  the  question  raised  above  is  a 
matter  of  the  first  industrial  importance  in  the  State  of  Delaware. 

And  when  we  have  the  industries,  are  we  in  line  to  get  the 
best  workmen  and  to  keep  them  here  when  we  do  get  them  ? 
T'he  making  of  a  town  depends  upon  constantly  oRowirsG 
industries,  upon  the  steady  cumulative  growth  of  years,  not  upon 


3502  Citize:\ship   Traia^ikg  i^'   Othiir  States 

a  few  spasmodic  periods  of  high  wages  and  great  production  pro- 
duced, perhaps,  by  a  national  situation.  After  all,  it  is  local  initia- 
tive and  local  production  that  count  in  the  building  up  of  com- 
munities. Is  it  possible  that  some  of  the  industries  of  Delaware  m;iy 
be  declining  on  account  of  their  labor  supply?  Is  is  possible  that 
certain  Delaware  employers  may  be  following  methods  of  getting 
labor  and  keeping  it.  which  were  successful  in  the  old  days,  but 
which  cannot  be  successful  now  ?  We  now  have  a  highly 
developed  labor  market,  speaking  nationally.  In  order  for  nu 
employer  to  get  and  hold  the  right  kind  of  labor  supply,  he  has 
to  understand  the  movement  of  labor  and  to  note  and  observe  the 
changes  in  its  tendency.  The  time  is  past  when  an  employer 
could  confine  his  outlook  to  his  own  business  and  to  his  own  com- 
munity, and  trust  to  a  labor  agent  or  a  padrone  to  get  him  more 
help  when  he  needs  it.  It  has  all  become  a  bigger  and  more 
competitive  matter.  A  man  has  to  look  ahead  for  his  labor 
supply,  and  to  devise  means  of  keeping  it  in  the  community. 
The  most  hard-headed  men  have  come  to  see  that  the  way  to 
attract  workmen  is  to  attach  them  to  the  comal  unity.  For 
a  state  like  Delaware,  this  trnth  is  more  important  than  it  is  for 
larger  states  and  cities  which  are  more  naturally  on  the  highway 
of  labor,  over  which  men  come  and  go  continually. 

Just  as  ''  industrial  management "  and  many  of  the  efficiency 
methods,  once  scorned  and  despised  by  the  conservative  employer, 
liave  proved  themselves  to  be  a  practical  means  of  increasing 
])roduction  and  of  stabilizing  business  organization,  so  a  more 
far-seeing  policy  in  the  matter  of  getting  and  keeping  labor  is 
fast  becoming  the  practical  test  by  which  a  local  industry  stands 
or  falls.  The  man  who  says,  helplessly,  ''  We  cannot  get  labor," 
is  out  of  the  current.  There  are  ways  of  getting  labor,  but  they 
are  no  longer  the  old  aggressive  way  of  bidding  higher  than  other 
employers,  or  of  dealing  with  padroni  or  of  depending  upon 
spasmodic  boosts  in  a  community;  the  way  to  get  and  to  keep 
labor  is  to  make  the  business  one  in  which  men  want  to  stay, 
and  the  community  one  in  which  they  want  to  bring  up  their 
families. 

In  the  development  of  the  State  of  Delaware,  there  is  no  more 
important  consideration  than  this  at  this  time.  The  employers 
(<f  Delaware  need  to  get  together  to  consider  the  means  of  bring- 
ing to  the  state  industries  they  would  like  to  have  here;  to  con- 
eider  whether,  in  a  state-wide  way,  they  are  geting  the  kind 


Delaware  3500 

of  labor  which  the  state  needs;  to  consider  whether  their  work- 
men, once  they  have  got  them,  have  living  and  working  and  hoiisin.u' 
and  schooling  conditions  which  Avill  make  them  content  to  stay 
here  with  their  wives  and  children  and  help  to  build  up  the 
industry  to  which  they  are  attached  and  the  community  in  which 
ihey  live. 

There  is,  further,  the  question  of  industrial  relations.  What 
is  the  '^' labor  situation'"  in  Delaware?  An  earnest  inquirer  will 
find  here  many  different  answers  to  this  question.  We  suggest 
th;it  if  he  is  really  in  earnest  he  take  none  of  these  answers,  but 
that  he  go  around  among  the  various  industries  of  the  state  and 
see  with  his  own  eyes.  Delaware  is  full  of  smouldering  industriid 
unrest,  in  which  the  alien  workman  plays  a  large  part.  In 
several  plants,  which  apparently  have  no  open  difficulties,  there 
have  been  seen  lately  ominous  signs.  The  workmen,  and 
especially  foreign-born  workmen,  have  been  receiving  wnges 
beyond  their  imaginations.  They  have  an  increased  sense  of  their 
own  importance.  They  do  not  care  whether  they  go  or  stay  in  a 
particular  industry.  The  employer,  unable  to  deal  with  them  in 
their  own  language,  without  understanding  of  their  point  of  view, 
of  their  attitude  or  their  status  in  America,  sees  their  arrogant 
attitude  and  despises  them  accordingly.  In  not  a  few  cases,  he 
tolerates  them  as  a  necessary  evil  only.  If  he  could  replace  them, 
he  would.  The  general  manager  of  a  successful  industry  here, 
which  has  not  been  at  all  associated  in  the  public  mind  wdth  labor 
difficulties,  said  the  other  day  that  he  thought  the  men  would 
rather  tear  down  the  plant  than  build  it  up.  The  difficulty  is 
now  below  the  surface.  It  does  not  yet  appear.  iSTeither  in  that 
plant  or  in  a  number  of  others  has  it  come  to  any  open  conflict. 
But  what  a  foundation !  Tell  such  employers  abruptly  that  the 
trouble  is  lack  of  Americanization,  and  they  will  look  at  you 
with  pity;  and  yet  in  the  next  breath  they  will  admit  that  if  they 
could  talk  to  the  men  in  their  own  language,  if  they  could  explain 
to  them,  deal  with  them,  treat  with  them,  the  situation  would  be 
different.  It  is  not  entirely  a  matter  of  language,  of  course; 
but  the  different  language  is  a  symbol  of  other  racial  disparities 
and  differences,  wdiich  continually  promote  difficulties  between 
employers  and  employees,  and  which,  if  continued,  can  lead  only 
to  industrial  dissatisfaction  in  the  State  of  Delaware,  or  wherever 
else  it  is  found, 


350i  CiTizExsiiip   Trai:;:^ixg  i:v   Other  States 

Some  employers  take  it  out  in  throwing  up  their  hands  and  in 
cursing  the  scum  of  Europe.  A  few  enlightened  employers, 
however,  see  that  they  can  control  this  situation  just  as  they  have 
controlled  many  other  difficulties  in  business  by  an  enlightened, 
co-operative  policy.  They  understand  that  men  who  are  not 
American  in  language  and  in  industrial  standards  cannot  make 
good  workmen,  either  in  spirit  or  in  production.  Give  the  men 
the  opportunity  to  learn  the  language  and  acquire  the  standards. 
.\fter  six  months  of  such  a  policy  in  his  plant,  any  employer 
can  tell  which  of  the  men  he  wants  to  discharge,  and  which  he 
wants  to  keep.     Most  of  them  he  will  want  to  keep. 

Letting  the  situation  alone  means  leaving  it  to  the  I.  W.  W. 
and  to  other  forces  of  disintegration.  Radical  agents  depend 
always  upon  the  ignorance  of  the  men  as  their  chief  asset  for 
their  purposes.  As  soon  as  the  man  understands  English  and  has 
some  glimmering  of  American  ideals  and  becomes  attached  to 
some  given  communitv.  he  is  a  less  hopeful  prospect  for  the 
I.  W.  W. 

The  foregoing  reasons  are  behind  the  proposed  industrial  Amer- 
icanization program  in  the  State  of  Delaware. 

The  Industrial  Conference 
To  consider  all  these  questions,  and  especially  to  consider  the 
practicability  for  Delaware  industries  of  various  Americaniza- 
tion policies  inside  the  plant,  which  have  worked  in  other  places, 
the  State  Defense  Council  planned  to  call  in  October  an  industrial 
conference  of  the  chief  exocutives  of  all  the  industries  in  the  state 
employing  foreig2i-born  workmen.  The  influenza  epidemic  made 
the  conference  impracticable  for  a  period  of  six  weeks.  Then 
came  the  announcement  of  peace,  and  the  realization  on  the  part 
of  the  Defense  Council  that  certain  features  nf  its  Americaniza- 
tion program  might  wisely  be  handed  over  to  other  organizations 
more  quickly  than  had  been  anticipated.  The  Service  Citizens 
of  Delaware  expressed  its  willingness  to  take  over  the  Amer- 
icanization industrial  conference. 

The  conference  was  therefore  held  on  December  17.  It  was 
called  under  the  auspices  of  the  Service  Citizens,  of  which  Mr. 
Pierre  S.  du  Pont  is  the  president.  The  following  letter  of 
invitation  was  sent  out : 

''  In  all  our  civ^'c  and  educational  plans  for  a  better  Dela- 
ware after  the  war,  the  industrial  men  of  the  state  have  ne'er 
an   immediate  responsibility.     One  of  the  greatest  of  our 


Delaware  3505 

*  reconstruction '  problems  is  the  need  for  hringing  to  ihc 
state,  and  keeping  here,  both  the  best  kind  of  industries  and 
the  best  kind  of  workmen. 

"  Foreign-born  workmen  have  contributed  largely  to  the 
development  of  Delaware.  They  have  not,  however,  in  any 
large  degree  been  made  a  part  of  the  state  itself.  At  present 
there  seems  to  be  a  distinct  movement  of  foreign-born  lal)or 
away  from  the  state.  Some  are  going  temporarily  to  the 
old  country ;  others  are  simply  shifting  here.  Industrial 
Americanization  is,  therefore,  our  immediate  concern. 

"  Moreover,  Americanization  —  which  is  the  ])rocess  of 
genuinely  assimilating  the  foreign-l:)orn  into  our  society  and 
our  citizenship,  as  well  as  into  our  industries  —  has  been  pre- 
sented to  Delaware,  as  to  other  industrial  states,  by  the 
national  government  as  a  matter  of  the  first  importance. 
At  the  call  of  Secretary  Lane,  an  Americanization  program 
was  begun  in  the  state  as  a  war  measure,  under  the  auspices 
of  the  State  Defense  Council.  So  far  as  industries  are  con- 
cerned, the  Service  Citizens  has  now  taken  over  this  program, 

"  The  program  of  the  industrial  conference  to  which  you 
are  invited,  will  be  entirely  definite.  Certain  data  will  be 
presented  concerning  the  ju'acticability  of  an  immediate 
Americanization  program  within  the  individual  plants.  I 
hope  that  we  may  count  upon  you  to  be  ])resent  and  to  assist 
in  working  out  a  definite  state  policy  for  the  Americanization 
of  the  foreign-born,  as  one  factor  in  the  industrial  develop- 
ment of  Delaware  and  a  better  citizenship  in  this  state. 

"  Very  sincerely, 

"  PiERBE  S.  DiT  Font." 

Those  present  at  the  conference  included,  in  addition  to  the 
Governor  and  Secretary  of  State,  the  chief  executives  of  some 
100  industries  in  the  state,  bankers  interested  in  the  placing  of 
immigrant  savings  within  the  state,  educational  authorities  in 
the  state  and  naturalization  officers,  officers  of  the  Service  Citizens, 
and  members  of  the  State  Defense  Council. 

The  industrial  conference  aimed  to  secure  agreement  among 
employers  to  regard  ^'Americanization "  as  a  practical  problem 
of  industrial  organization  rather  than  as  a  matter  of  industrial 
"  welfare,"  as  the  term  is  usually  understood.  It  aimed  to  secure 
deliberate  consideration  of  policy  by  which  '!  e  State  of  Delaware 


3506  Citizenship   Training  in   Other   States 

.^liall  get  AND  HOLD  a  good  type  of  immigrant  workmen  and 
attach  them  to  the  community  by  offering  them  (1)  adequate 
housing;  (2)  education  in  English  and  citizenship;  (3)  an  oppor- 
tunity to  go  upon  the  land ;  (4)  facilities  for  sound  investment 
within  this  state. 

The  material  presented  at  the  conference  included  the 
following : 

1.  The  need  of  a  more  as-oressive  interest  in  De]a\\are  in  gettiii.n- 
to  the  state  and  keeping  here  the  right  kind  of  industries  and  the 
right  kind  of  la])or.  both  skilled  and  unskilled.  The  need  of 
building  up  population  and  citizenship  at  the  same  time  we 
are  building  up  our  labor  force.  In  short,  the  need  of  stabilizing 
the  right  kind  of  workmen  here,  in  the  interests  of  the  community 
as  well  as  of  the  industrial  development. 

2.  The  foreign-born  labor  situation  in  Delaware  now. 
Analysis  of  returns  from  alien  industrial  census,  so  far  as 
completed. 

3.  The  national  program  of  Americanization.  The  pending 
Federal  bill,  S.  4987,  introduced  in  Congress  in  October,  1018. 

4.  State  action  on  Americanization.  Review  of  Americaniza- 
tion legislation  in  Xew  York,  Wisconsin,  Arizona,  California, 
Massachusetts. 

5.  Delaware's  need  of  the  foreisTi-born  after  the  war,  in  its 
citizenship  as  well  as  in  its  industries. 

6.  The  industrial  and  social  menace  of  the  unassimilated  immi- 
grant workmen  - —  in  increasing  the  turnover  of  labor,  in  lowering 
industrial  standards,  in  spreading  seditious  propaganda,  in  mak- 
ing workmen  the  dupes  of  unscrupulous  agitators,  in  lowering 
the  standard  of  living  of  communities. 

7.  The  Delaware  Americanization  program  in  full,  both  educa- 
tional and  industrial,  as  proposed  by  the  Service  Citizens. 

Discussion  of  bills  to  be  presented  at  the  next  Legislature, 
especially  the  possibility  of  a  bill  providing  for  state  aid  for 
education. 

8.  Definite  industrial  Americanization  work  as  carried  on  and 
reported  upon  in  various  cities  by  industrial  plants. 

The  conference  was  held  at  a  dinner  at  the  du  Pont  Hotel. 

Industrial  Americanization  Program  Presented  To 
Individual  Industries 
In  addition  to  the  supywrt  which  every  industry  was  asked  to 
give  lo  the  general  state  Americanization  program,  each  industry 


Delawahe  3507 


was  asked  to  consider  whether  the  following  Americanization  pro- 
gram could  be  adapted  to  the  conditions  of  the  particular  plant: 


Plajstt  Census  of  Foreign-Bobx   Employees 

1.  Thnt  following  the  alien  census  already  taken  for  the  State- 
Defense  Council  the  plant  adopt  a  policy  of  keeping  a  constantly 
accurate  record  of  its  foreign-bom  employees  as  a  working  basis. 

Each  plant  should  note  carefully  its  turnover  of  foreign-born 
labor  and  the  particular  reason  for  it.  It  is  only  when  each 
plant,  individually,  adopts  such  a  policy  that  we  shall  be  able  to 
arrive  at  a  state  industrial  policy  which  will  give  this  state  control 
of  the  foreign-born  labor  situation. 

Americaxization  Repeesentative  IX  Each  Plaxt 

2.  That  each  plant  appoint  one  of  its  chief  executives  as  its 
Americanization  representative,  charged  with  all  matters  relat- 
ing to  an  Americanization  policy  within  the  plant  and  with 
co-operating  with  the  state  Americanization  program.  It  is  par- 
ticularly important  that  this  representative  be  an  executive  with 
authority  in  all  departments  of  the  plant's  work.  Americaniza- 
tion work  is  not  a  matter  of  the  welfare  department  only,  or  of 
the  employment  department  only.  It  is  a  matter  of  employment, 
supervision,  inspection  and  personnel.  If  Americanization  is 
relegated  to  welfare  work  merely,  it  soon  becomes  ineffective. 

This  should  not  be  merely  a  nominal  appointment.  The 
appointee  should  be  a  man  with  a  broad  industrial  outlook, 
capable  of  looking  at  the  whole  matter  of  alien  labor  from  the 
point  of  view  of  state  welfare  and  capable  of  seeing  that  Amer- 
icanization is  a  two-fold  matter  —  that  it  carries  a  practical 
industrial  advantage,  and  is  also  a  means  of  producing  better 
citizenship  in  the  communities  of  this  state. 

The  Americanization  representatives  of  the  various  plants  of 
the  state  employing  foreign-born  labor  should  form  a  group 
capable  of  putting  into  practical  effect  a  definite  Americanization 
policy.  Xo  indefinite  proposal  should  be  put  up  to  this  group 
and  their  time  should  not  be  taken  for  general  discussions  except 
where  plans  can  be  put  into  practical  operation. 

Plant  Committees 

3.  In  every  plant  there  should  be  associated  with  the  Amer- 
icanization representative  a  group  of  foreign-born  workmen  con- 
sisting of  representatives  of  all  the  races,  chosen  by  the  men  them- 


3508  Citizenship   Training  in   Other   States 

selves.  This  committee  should  be  the  agency  through  which  the 
Americanization  policy,  the  night  school  campaign  and  all  other 
matters  should  be  promoted  inside  the  plant.  It  should  not  be 
allowed  to  become  a  dead  committee.  It  should  follow  up  the 
night  attendance  of  the  men  by  a  regular  record  system.  It  should 
follow  up  the  naturalization  of  the  men.  Its  work  should  be 
exceedingly  definite  and  constant. 

Co-operation  in  I^ight  School  Campaign 

4.  Each  plant  with  foreign-born  workmen  should  undertake  a 
definite  responsibility  in  the  night  school  campaign  in  January. 
They  should  be  given  a  list  of  the  men  in  their  plant  who  do  not 
speak  English  and  who  are  not  citizens,  and  should  assist  in  the 
campaign,  not  merely  by  putting  up  posters  in  the  plant,  but 
by  getting  in  touch  with  these  men  personally  and  asking  them 
whether  they  will  actually  enroll  in  definite  classes  at  particular 
schools  —  names  and  locations  to  be  given.  The  returns  of  this 
canvass  within  the  plant  should  be  handed  to  those  in  charge  of 
the  campaign. 

Factory  Classes 

5.  After  the  plant  has  found  out  how  many  men  who  need  the 
work  can  be  enrolled  in  the  public  night  schools,  it  should  survey 
the  remainder.  It  will  be  found  that  manv  of  the  men  will  not 
be  able  to  enroll  in  the  night  schools  because  of  certain  home 
conditions.  In  this  case  the  plant  should  be  asked  to  determine 
whether  factory  classes  cannot  be  held  in  the  plant  either  on 
employer's  time  or  just  after  the  shift.  These  classes  should  be 
pul)lic  school  classes.  The  facilities  —  a  decent  light  and  com- 
fortable place,  a  blackboard,  etc. —  should  be  supplied  by  the 
industries.  The  teacher  should  be  supplied  and  paid  by  the 
public  school  system  and  the  factory  classes  should  come  under 
the  same  supervision  as  that  accorded  the  rest  of  the  Americaniza- 
tion work  in  the  state. 

Policy  of  Preferring  Men  That  Learn  English  and  Become 

Citizens 

6.  Throughout  the  plant  there  should  be  a  distinct  attempt 
to  let  it  be  known  that  men  who  are  learning  English  and  prepar- 
ing for  citizenship  are  preferred  by  the  management.  Thes«'  men 
should  be  the  first  in  line  for  promotion.  They  should  under- 
stand thal^  the  industry  wishes  to  be  100  per  cent.   American, 


Delaware  3509 

and  that  the  plant  is  most  interested  in  workmen  who  understand 
and  wish  to  assume  the  obligations  and  the  privileges  of  American 
citizenship.  Xotiees  should  be  posted  in  the  plant  to  this  effect. 
More  important,  however,  than  the  posting  of  notices  is  the 
creation  of  an  unmistakable  sentiment,  honestly  felt  by  the 
employer  and  known  to  his  workmen,  that  he  wants  his  men  to 
learn  English,  to  become  qualitied  for  American  citizenship,  to 
assume  social  responsibilities  in  their  city  and  to  take  theii-  part 
in  develoj)iiig  and  defending  the  country  in  which  they  live. 

6.      training  course  foi;  teach  kk's 
''The  Americanization  Institute" 

The  o])ening  of  Americanization  schools  had  to  be  preceded  by 
three  things:  (1)  Arrangement  for  ^^aying  for  them  throuuii 
public  or  private  funds;  (2)  a  definite  night  school  campaign  to 
arouse  interest  and  to  bring  out  the  members  of  the  classes;  and 
(3)  the  training  of  teachers  to  conduct  the  classes  when  they 
are  formed. 

It  was  obvious  that  the  training  of  teachers  should  precede  the 
o])ening  of  classes.  It  has  been  proved  over  and  over  again  that 
the  reason  why  a  great  deal  of  educational  Americanization  work 
has  been  unsuccessful  is  the  lack  of  trained  teachers.  In  the 
work  of  teaching  adult  immigrants,  no  assumption  is  more  danger- 
ous than  that  any  well  disposed  person  can  do  the  teaching,  or 
even  that  any  teacher  can  do  the  teaching. 

Those  who  teach  adult  immigrants  successfully  must  under- 
stand, at  least  in  a  general  way,  the  conditions  and  tendencies 
of  the  different  races,  their  manner  of  liviu;;  in  the  old  country, 
the  reasons  for  coming  to  America,  the  economic  basis  of  their 
life  here,  the  religious  forces  that  control  various  groups,  the 
nature  of  theii'  rcdation  to  the  old  country,  and  the  present  political 
conditions  there.  Fhey  must  also  understand  what  leadership 
exists  among  the  various  groups  in  their  communities,  and  how  to 
enlist  that  leadership  in  whatever  Amci-icanization  work  is 
])lanned.  Americanization  is  above  alt.  else  a  co-operative 
activity;  lmi'Ose  it  upon  the  foreigner,  ani/  he  will 
HEPumATF.  it:  plan  it  with  him,  and  he  will  carry  his  shal-k 

OF    the    load. 

The  State  Defense  Council  planned  to  carry  on  the  training- 
course  in  dii-cct  co-operation  with  the  Wilmington  Board  of  Edu- 
cation, in  accordance  with  the  policy  of  the  Council  throughout 


3510  Citizenship   Training  in  Other   States 

to  back  the  authorized  public  activities  of  the  state  in  whatever 
work  concerned  the  functions  of  established  official  agencies.  It 
was  recognized  that  the  Americanization  schools  would  be  ulti- 
niatelj  carried  on  bv  the  Wilmington  Board  of  Education,  and 
that  the  matter  of  fitting  the  teachers  to  do  the  work,  so  far  as  it 
was  a  professional  matter,  should  rest  with  the  Board  of  Educa- 
tion. The  course  and  the  selection  of  lecturers  were,  therefore, 
worked  out  with  the  co-operation  of  the  Board  of  Education  and 
approved  by  it. 

Length  of  Course 

It  was  decided  to  hold  the  course  through  a  period  of  six  weeks 
fi'om  November  12  to  December  21,  or  a  total  of  twenty-six 
sessions.  Lectures  from  one  and  a  quarter  to  two  hours  in  length 
were  given  on  Tuesday,  Wednesday,  Thursday  and  Friday  even- 
ings. Five  round  table  conferences  Avere  held  on  Saturday 
mornings. 

Enrollment 

One  hundred  and  sixty-eight  persons  enrolled  for  the  course  — 
a  very  large  enrollment  as  compared  with  some  of  our  training 
institutes  lield  in  other  states.  A  large  number  of  those  enrolled 
were  public  school  teachers.  The  course  was  open,  however,  to 
other  persons  as  well,  and  visitors  who  did  not  intend  to  apply 
for  certificates  were  also  permitted  to  attend. 

Certificate 

A  certificate  was  awarded  to  regularly  enrolled  members  of  the 
course  who  attended  75  per  cent,  of  the  sessions,  passed  all  tests 
and  gave  satisfactory  evidence  of  ability  as  actual  teachers.  The 
Board  of  Education  announced  that  it  would  prefer  holders  of 
certificates  for  appointment  in  any  Americanization  schiiols  or 
classes  to  be  instituted  later. 

Material  Covered  in  the  Course 
The  following  material  was  covered  in  the  course: 

1.      Introduction  to  Work 

Tbe  meaning  of  Americanization. 
The  fields  of  Americanization. 

Educational. 

Industrial. 

Social. 

Political. 


Delaware  3511 

The  agent?  of  Americanization. 

The  pnblie  school. 

The  industrv. 

Community  institutions. 

The  neighborhood  life. 
Tlip  national  program  for  Americanization. 
National  and  state  legislation  for  Americanization. 
The  State  Defense  Council's  opportunity. 
Americanization  survey  in  Delaware. 

The  Americanization  program  of  the  Delaware  State  Defense 
Council. 

II.  PniiSrciPLrES  OF  Work 
Recognition  of  racial  backgrounds. 

Recognition  of  the  economic  aspects  in  Americanization. 

Recognition  of  relation  of  the  American  conception  of  citi- 
zenship to  practical  Americanization  work. 

Present  need  for  definite  national  standards  for  state  and 
community  work 

III.  Orgaxizatioj^  for  Work 

Americanization  surveys;  best  methods  of  organizing  and 
securing  necessary  community  data  for  Americanization 
work. 

Mobilizing  of  state  forces  in  line  with  national  authorities. 

Mobilizing  of  community  forces  for  Americanization. 

Relating  the  community's  educational  Americanization  work 
through  the  public  schools  to  the  general  community 
Americanization  program  and  the  industrial  Americaniza- 
tion program. 

flaking  the  school  into  a  neighborhood  Americanization 
agency. 

Organization  of  a  successful  night  school. 

Establishment  of  standard  qualifications  for  teachers  of  the 
adult  foreign-born. 

The  organization  of  classes;  bases  of  classification. 

Organization  of  industrial  Americanization  programs  in 
plants  in  co-operation  with  the  system  of  public  education. 

Organization  of  special  social  and  educational  work  among 
foreign-born  women. 


3512  Citizenship   Teaining  in   Otheh   States 

IV.     Methods  of  Work   (for  Teachers) 

Methods  of  teaching  English. 

Analysis  and  illustration  of  various  methods  and  history  of 
their  use. 

Methods  of  teaching  civics. 

Practical  metliods  of  co-operating  with  the  courts  in  natu- 
ralization. 

The  first  two  and  a  half  weeks  of  the  course  covered  the  mate- 
rial indicated  in  Sections  I,  II  and  III  of  this  outline.  The  rest 
of  the  period  was  spent  on  actual  working  methods.  The  working 
methods  were  given  by  A.  W.  Castle,  Assistant  Superintendent  of 
Schools,  Cleveland;  Harriet  P.  Dow,  formerly  with  the  Xew 
Jersey  Zinc  Company,  lecturer  on  methods  in  recent  training- 
institutes  in  iSTew  York;  Arthur  W.  Dunn,  Federal  Bureau  of 
Education;  H.  H.  Goldberger,  Teachers'  College,  Columbia 
University,  and  Margaret  Maguire,  Principal  McCall  School, 
Philadelphia, 

The  general  introductory  material,  the  principles  of  the  work 
and  its  legal  aspects  were  covered  by  Dr.  John  Crier  Hibben, 
President  of  Princeton  University;  Frances  A.  Kellor,  special 
advisor  to  the  Federal  Commissioner  of  Education;  Alexander 
Massell,  Principal  of  Evening  School  27,  I^ew  York  City;  Ray- 
mond Moley,  Director  of  Americanization,  Ohio  State  Defense 
Council;  Dr.  Angelo  Patri,  Principal  of  Public  School  45,  Xew 
York  City;  Dr.  i^Tathan  Peyser,  Director  of  the  Educational 
Alliance,  New  York  City;  Elizabeth  F.  Head,  of  the  ^ew  York 
Bar;  William  C.  Smith,  State  Supervisor  of  Immigrant  Educa- 
tion, University  of  the  State  of  Xew  York,  and  Mary  De  G.  Tren- 
holm,  head  worker,  East  Side  House  Settlement,  New  ^'ork  City. 

We  believe  that  the  training  of  teachers  will  become  increas- 
ingly fundamental  in  Americanization  work.  Delaware  feels 
that  the  training  course  more  than  accomplished  the  object  foT 
which  it  was  instituted.  We  do  not  submit  the  Delaware  course 
as  a  model.  \\'e  should  make  many  iniprovements  in  it  were  it 
to  be  given  again. 

Every  training  course  should  be  regarded  ii(»t  as  a  thing  in 
itself,  but  as  a  beginning.  In  the  State  of  Delaware,  efforts  are 
being  made  to  have  a  permanent  training  course  of  this  kind 
carried  on  in  a  state  educational  institution.  It  is  also  urged  lliat 
aftei'  tbo  ATiericanization  scbonls  ai-p  Itcgnn  a  pcnnmiont  confer- 


Delaware  3513 

enfo  should  be  instituted  among  those  who  are  doing  the  nctnal 
teaeliing  of  the  foreign-born.  This  conference  should  meet  once 
a  week,  at  first,  for  the  discussion  of  problems  and  the  ways  of 
meeting  them. 

f.       THK    XIGIIT    SCHOOL    CA]\rj'AION 

As  a  result  of  the  Americanization  Institute,  very  considerable 
interest  in  Americanization  work  was  aroused  nmong  the  native- 
born  and  among  the  leaders  of  the  foreign  Ixnii.     '1  he  ncx'   stop 

The  alien  census  will  be  used  as  the  basis  of  the  work.  By  its 
was  to  carry  over  this  spirit  of  interest  and  co-operation  to  the 
i-ank  and  file  of  the  foreign-bora  in  the  city  and  the  state. 

This  is  planned,  first  of  all,  thi'ough  a  night  school  campaign 
scheduled  for  January  —  a  vigorous,  concerted  movement  to  make 
every  foreign-born  person  know  that  classes  are  to  be  held  in 
which  he  or  she  may  learn  English  ;md  civics,  and  to  make  them 
see  the  advantages  of  attending  the  classes. 

Basis  of  Work  in  the  Campaign 
The  alien  census  will  be  used  as  the  basis  of  the  work.     By  its 
use  classes  may  be  organized  on  the  basis  of  the  actual  conditions. 

Assistance  of  Racial  Groups 
Before  the  night  school  campaign  is  begun  there  will  be  a  meet- 
ing of  the  racial  groups  (described  later)  who  will  guide  and 
manage  a  large  part  of  the  work.  Although  an  attempt  will  be 
made  to  enlist  as  many  native-born  workers  as  possible,  the  real 
j)urpose  of  the  campaign  is  to  reach  the  foreign-born  men  and 
women  rather  than  to  arouse  general  interest  in  Americanization 
among  the  native-born. 

Districting  of  City 
By  the  plan  that  has  been  devised,  the  names  listed  in  the  alien 
census  will  be  divided  according  to  districts  into  which  the  city 
has  been  divided.  The  Board  of  Education  is  to  decide  which 
rooms  in  each  school  building  in  each  district  can  be  used  for 
classes. 

Reaching  the  Workman 

So  far  as  possible,  we  want  to  reach  every  foreign-born  work- 
man and  his  family  in  two  ways  —  through  his  home  and  throag) 


3514-  CITIZE^-SHIP   Training  in  Othek  States 

his  work.  Every  workman  listed  in  the  census  will  receive  a 
letter  asking  him  to  make  a  determined  attempt  this  winter  and 
spring  to  attend  the  classes.  The  ways  in  which  his  interest  may 
he  aroused  at  the  plant  have  already  been  indicated.  The  letter 
will  be  followed  by  a  visit  to  his  house. 

HorsE  TO  House  Work 
A  cor})s  of  volunteer  workers  will  be  n[)poiuted,  each  of  wlimn 
will  be  given  a  definite  list  of  names  of  foreign-born  work]n(Mi 
to  visit.  The  worker  who  goes  to  a  man's  home  will  know  where 
the  most  convenient  class  for  that  man  will  be  located.  The 
workers  can  thus  definitely  oro-anize  the  classes  as  thev  go  about 
visiting  the  homes  assigned  to  them. 

Publicity 
Every  effort  will  be  made  to  bring  this  campaign  to  the  atten- 
tion of  every  foreign-born  or  non-English-s])eaking  person  in  the 
state.  ISTewepaper  articles  will  be  sent  out  to  both  English  and 
foreign  language  papers.  Posters  will  be  put  up  in  jmblic  places, 
on  billboards  and  in  plants.  Moving  picture  theatres  will  be 
asked  to  show  slides  announcing  the  classes,  churches  will  be 
asked  to  make  announcements,  and  cards  will  be  sent  into  the 
homes  through  the  school  children  and  in  books  taken  out  from 
the  public  libraries.  The  house  to  house  workers  will  go  to  the 
foreign-born  on  the  theory  that  their  interests  are  our  interests 
and  that  we  are  Avorking  together  in  an  attempt  to  get  a  better 
understanding  and  a  more  intelligent  and  more  democratic 
relationship. 

g.       AMERICANIZATION    SCHOOLS 

The  Defense  Council's  plan  includes  a  six  months'  state  experi- 
ment in  evening  schools  to  be  held  from  January  15th  to 
•Tune  15ih.  Tt  is  hoped  that  the  coming  of  peace  will  in  no  way 
interfere  with  the  experiment. 

The  essential  feature,  the  indispensable  factor  in  making  these 
classes  a  success,  is  that  a  competent  supervisor,  experienced  in 
immigrant  education,  familiar  not  only  Avith  the  necessarv 
technique,  but  also  understanding  the  real  meaning  of  Americani- 
zation, should  be  placed  in  charge  of  them.  A  supervisor  for  the 
entire  adult  immigrant  education  work  should  be  a])pointed  on 
public  funds,  if  possible,  but  if  public  funds  are  not  at  once 
available  the  enterprise  should  be  underwritten. 


Delawake  3515 

The  Americanization  clast,es,  if  started  as  scheduled,  will  have 
trained  teachers  with  a  sympathetic  point  of  view,  as  well  as  a 
certain  knowledge  of  methods,  thanks  to  the  Americanization 
Institute.  They  will  also  have  the  support  of  an  intercstrd 
Board  of  Education  and  Superintendent  of  Schools,  eager  \o 
further  the  work  in  eyery  way.  They  will,  however,  have  tlie 
disadvantage  of  being  operated  on  private  instead  of  public  funds, 
unless  the  state  aid  bill  goes  through  during  the  first  week  of  the 
General  Assembly.  Further,  the  classes  will  be  held  in  schools 
not  all  prepared  to  receive  adults,  but  equipped  only  with  small 
seats  for  children,  and  they  will  be  begun  without  those  public 
recreation  facilities  which  in  other  cities  have  been  found  essential 
in  successful  night  school  work  among  the  foreign-born. 

Oroaxization  of  Classes 
Tt  is  ])roposed  to  conduct  classes  three  nights  a  week,  with  a 
fourfli  night  for  recreation.  Classes  for  women  will  be  organi/.cMl 
for  the  afternoons.  It  is  recognized  that  special  attention  must 
be  given  to  the  organizing  of  the  work  for  women,  and  the  instruf- 
tion  in  English  in  the  women's  classes  must  be  connected  with 
their  household  interests. 

Policy  to  be  Worked  Out 

These  Americanization  classes  in  Wilmington  should  be 
regarded  constantly  as  in  the  experimental  stage.  Under  able 
leadership,  and  with  competent  and  interested  teachers,  these 
classes  should,  in  the  period  from  January  to  June,  be  the  m.eans 
of  \yorking  out  a  really  constructive  Americanization  policy  in 
the  field  of  education  for  the  city  and  for  the  state. 

The  round  table  conference  of  teachers  begun  in  the  Americani- 
zation Institute  should  be  continued  under  the  direction  of  the 
supervisor  of  immigrant  education.  There  cannot  help  being  a 
])prmanent  and  profitable  result  if  the  teachers  who  are  doing  the 
aclual  work  in  the  Americanization  classes  meet  once  a  week  or 
once  every  two  Aveeks  to  discuss  in  detail  such  subjects  as  follow: 
Reasons  for  dropping  off  in  attendance;  successful  methods  of 
bringing  in  new  members;  ways  of  reaching  the  women;  ways  of 
interesting  the  whole  family  in  the  school ;  comments  on  text- 
books; successful  devices  discovered  by  any  individual  teacher: 
proportionate  time  given  to  recreation;  co-operation  with  lacial 
organizations  in  the  neighborhood  on  special  festival  oceasions. 


3516  CITIZE^-SHIP   Tkai>'Ing  ia'   Othek  States 

h.      "  emergency  "  english  schools 
The  Military  English  Experiment 

In  Delaware,  as  elsewhere  throughout  the  country,  a  numher 
of  men  who  could  not  speak  English  were  called  into  militai-y 
service.  Some  of  these  were  men  who  waived  their  riglit  to 
exemption  as  aliens  in  order  to  go  and  fight  under  our  flag. 
Others  were  men  who  had  sufficiently  convinced  the  court  of  their 
ability  to  speak  English  to  secure  naturalization  papers,  hut  who, 
as  a  mattei-  of  fact,  could  not  speak  or  understand  English  well 
enough  to  be  put  through  a  simple  military  drill.  In  the  first 
selective  draft  it  was  found  that  there  were  700.000  illiterate 
men  in  this  country  between  21  and  31  years  of  age,  about  40.000 
of  whom  were  actually  called  into  service.  In  all  the  cantonments 
it  was  found  necessarv  to  organize  classes  for  a  battalion  of  men 
who  could  not  speak  English  sufficiently  to  go  through  a  drill  or 
to  perform  even  the  simplest  commands. 

The  Provost  Marshal  General  and  the  Department  of  the 
Interior  issued  a  request  that  so  far  as  possible  in  all  communities 
non-English-speaking  men  be  given  a  working  knowledge  of  mili- 
tary English  before  they  went  to  camp. 

Most  of  the  non-English-speaking  men  in  Delaware  subject  to 
the  draft  were  in  Wilmington.  The  State  Defense  Council, 
therefore,  concentrated  its  work  on  the  four  draft  boards  there. 
Throughout  this  whole  experiment  the  Defense  Council  had  the 
whole-hearted  co-operation  of  the  adjutant  general  of  the  state, 
the  draft  hoards  and  the  boards  of  instruction.  The  work  pro- 
ceeded as  follows: 

By  courtesy  of  the  Adjutant  General,  workers  for  tlic  State 
Defense  Council  were  permitted  early  in  October  to  co])y  the 
names  of  the  non-English-speaking  men  from  the  questionnaires. 
As  the  questionnaires  indicate  whether  the  man  speaks  Englisli 
and  whether  he  speaks  other  languages,  and  also  show  whether 
or  not  he  is  a  citizen,  intelligent  workers  were  easily  able  to  get 
the  information  desired. 

Six  hundred  and  two  names  were  secured,  156  were  in  ('lass  1 
and  the  rest  in  Class  5.  A  number  of  those  in  Class  5  were  Greeks 
and  Italians  who  by  the  terms  of  the  recent  conventions  for 
reciprocal  military  service  with  Greece  and  Italy  became  liable 
to  be  automatically  moved  up  in  to  Class  1.  Foreign-born  men 
in  Class  4.  that  is,  men  with  dependents,  were  not  listed,  as  there 
was  no  prol)ability  that  they  would  be  called  for  service. 


Delaware  351  < 

To  each  one  of  the  602  men  the  State  Defense  Council  and 
the  board  of  instruction  sent  out  a  letter  asking  them  to  come  to 
the  Federal  courtroom  on  October  25th  to  be  organized  into  classes 
for  learning  military  or  camp  English.  The  local  boards,  at  the 
suggestion  of  the  Defense  Council,  sent  to  each  man  under  their 
jurisdiction  a  letter  seconding  this  request. 

Teachers  for,  the  Men 
Before  the  meeting  the  State  Defense  Council  organized  a  corps 
of  teachers,  several  of  whom  were  men  of  experience  in  the  work 
and  one  or  two  of  whom  spoke  the  languages  of  the  men, 

Text-Book  for  Military  English 
After  a  survey  of  all  the  material  used  in  the  various  canton- 
ments, it  was  decided  that  the  set  of  fifty-four  lessons  used  at 
Camp  Upton  was  most  practicable,  both  from  the  point  of  view 
of  giving  the  men  an  English  vocabulary,  and  from  the  point  of 
view  of  instructing  them  in  the  camp  routine,  which  was  what 
they  most  needed  to  know.  The  War  Department  was  issuing  to 
the  boards  of  instruction  throughout  the  country  a  set  of  lessons 
which  was  found  to  be  the  Camp  Upton  set,  slightly  edited.  These 
were  procured  from  Washington  in  readiness  for  the  classes.  The 
use  of  the  Federal  courtroom  was  secured  for  the  initial  meeting. 
It  was  felt  to  be  important  that  the  men  should  realize  that  in 
thus  coming  to  learn  English  they  were  answering  a  national  call. 
Over  300  men  responded.  A  very  considerable  number  of  others 
sent  in  explanations  as  to  why  they  could  not  come  —  usually 
Ix'cause  they  were  on  night  shifts  in  some  of  the  big  plants. 
One  man  wrote: 

"  I  got  your  letter  yesterday  about  me  Coming  to  school 
But  Being  I  am  working  at  night  time  I  Can  not  be  there 
I  am  working  nights  at  the  DuPont.   at  Deep  water  ])lant 
Well  let  me  no  how  I  must  do.      For  I  am  working  nights 
and  day  I  must  sleep  and  go  to  work  at  2'30  clock." 

If  the  work  had  gone  on  it  Avas  the  intention  of  the  Defense 
Council  to  try  to  arrange  with  the  various  industries  to  have  the 
non-English-speaking  men  used  on  shifts  that  would  make  their 
attendance  at  the  classes  possible.  Tf  this  could  not  be  done,  a 
few  dav  classes  for  the  men  who  coukl  not  come  in  the  eveninors 
were  to  be  given. 


3518  Citizenship   Traixixg  in  Othee  States 

The  most  significant  fact  about  that  first  meeting  of  non- 
English-speaking  drafted  men  was  the  general  interest  which  the 
men  showed.  Many  of  them  had  been  in  the  country  and  the 
state  a  number  of  years,  and  yet  they  did  not  have  even  a  working 
knowledge  of  simple  English.  Perhaps  the  most  significant  of 
the  several  talks  at  the  meeting  were  those  given  by  several 
foreign-born  soldiers  stationed  in  the  neighborhood,  who  spoke  to 
their  countrymen  in  their  native  languages  and  explained  to  them 
the  advantage  of  knowing  English  before  they  went  to  camp. 
The  men  were  then  organized  into  groups  according  to  nationality 
and  according  to  the  section  of  the  city  in  which  they  lived.  The 
Defense  Council  arranged  with  the  Wilmington  Board  of  Educa- 
tion which  schools  should  be  used  for  these  classes ;  in  one  or  two 
sections  where  there  were  particularly  large  numbers  of  men 
and  where  proper  school  facilities  were  not  available,  additional 
rooms  were  prepared  for  use  in  the  Federal  employment  offices 
and  in  the  Y.  M.  C.  A. 

The  experiment,  however,  was  never  really  tested,  for  the  classes 
had  hardly  been  fully  organized  and  put  into  operation  when  the 
announcement  of  peace  came.  Obviously  teaching  military  Eng- 
lish to  these  men  was  no  longer  necessary.  A  letter  was  sent  to 
every  man  asking  him  whether  he  wished  to  continue  in  a  class  to 
learn  ordinary  English.     About  fifty  of  the  men  wished  to  remain. 

Meanwhile  a  group  of  Poles  who  had  been  interested  in  start- 
ing a  class  under  the  auspices  of  the  Defense  Council,  continued 
to  increase  rather  than  diminish  their  attendance  rate.  Altogether 
there  are  about  100  men  still  enrolled  in  these  emergency  classes. 
The  State  Defense  Council  felt  it  unwise  flatly  to  discontinue 
this  teaching  simply  because  the  regular  Americanization  classes 
would  not  be  open  until  Januars\  'New  text-books  were  secured 
and  ordinary  English  substituted  for  military  English.  As  a 
result  of  this  experiment  thus  suddenly  ended  by  peace,  the  State 
Defense  Council  was  more  convinced  than  ever  that  there  would 
be  a  genuine  response  if  adequate  facilities  for  teaching  English 
and   preparing  for  citizenship  were  established   in  Wilmington. 

One  other  result  is  distinctly  worth  noting,  the  Polish  class 
that  has  alreadv  been  mentioned.  The  State  Defense  Council 
takes  no  credit  for  the  successful  organization  of  this  Polish  class. 
The  class  was  inspired  by  the  Defense  Council  program,  but  the 
direct  work  of  organization  was  done  by  the  Polish  organizations 
themselves.      The  Defense  Council  believes  that  this  reaffirms  a 


Delaware  3519 

verv  important  principle  in  Americanization  work;  the  foreign- 
horn  groups  do  not  wish  to  have  the  native-born  impose  classes 
upon  them.  They  wish  to  have  a  voice  in  the  organization  of  the 
work,  and  perhaps  a  voice  in  determining  just  what  shall  be 
taught.  They  know  their  own  needs.  If  we  would  more  fre- 
quently adopt  this  policy  of  working  with  the  foreign-born  groups 
in  trying  to  evolve  an  educational  policy  for  adults,  we  should  be 
more  uniformly  successful  than  we  are. 

i.        RACIAL    CO-OPERATION 

Every  foreign-born  group  in  any  industrial  center  has  or  soon 
builds  up  a  variety  of  organizations.  Some  of  these  are  lodges 
or  benefit  associations  with  a  few  practical  functions;  others  are 
j)olitical,  or  philosophical.  Occasionally  the  organizations  are 
interested  in  Americanization  as  a  main  object. 

In  Wilmington,  for  example,  the  Poles  and  Italians  each  have, 
in  addition  to  their  churches,  twelve  or  more  associations  of 
various  kinds. 

The  State  Defense  Council  will  choose  as  its  co-operating  bodies 
a  group  of  persons  from  each  race.  These  will  include  the  heads 
of  the  various  organizations,  and  the  clergy,  and  occasionally  an 
individual  of  marked  strength  or  leadership,  even  if  not  con- 
nected with  a  formal  organization.  Where  there  are  factions  or 
different  groups  in  the  same  race,  the  Defense  Council  will  try 
to  secure  representatives  from  both  factions.  A  meeting  of  all 
the  groups  which  had  been  planned  was  postponed  when  peace 
was  declared,  and  the  various  groups  will  not  be  called  together 
until  the  definite  Americanization  program  can  be  placed  before 
them.  The  organized  assistance  of  these  groups  within  every 
race  is  depended  on  to  make  the  night  school  campaign  successful. 
They  will  be  the  chief  advisors  and  the  chief  workers. 

Representatives  of  the  Italians,  Poles,  and  Greeks  assisted  the 
Americanization  Committee  in  all  the  work  described  in  the 
bulletin. 

j.        PROPOSED  STATE  LEGISLATIOX 

For  years  in  America  the  great  question  in  adult  immigrant 
education  has  been  the  problem  of  who  is  to  pay  for  it.  In  many 
industrial  communities  where  the  prosperity  is  built  up  on  foreign- 
born  labor,  the  taxpayer  has  greatly  resented  any  assumption  that 
his  taxes  should  cover  the  education  of  the  foreign-born  in  his 
community.      This  is  undoubtedly  the  reason  why  the  education 


3520  Citizenship   Training  ix  Other  States 

of  the  adult  immigrant  is  even  yet  not  nniformlv  regarded  as  an 
entirely  legitimate  function  of  the  system  of  public  education. 
The  taxpayer  argues  that  so  long  as  the  educational  facilities  for 
children  are  not  ideal  in  the  community,  it  is  unwarranted  to 
siK  nd  monev  for  nis-ht  schools  for  adults  from  some  other  country. 

Mere  and  there  states  and  communities  are  beginning  to  look 
U])on  the  matter  in  a  new  light.  Local  boards  of  education  have 
within  the  past  few  years,  in  a  number  of  instances,  increased 
their  appropriations  for  Americanization  classes.  The  City  of 
Detroit  is  now  spending  $100,000  a  year  for  them.  A  few  years 
ago  it  was  spending  only  $35,000.  The  State  of  New  York, 
though  it  gives  very  little  "  state  aid ''  to  industrial  communities 
in  the  matter  of  adult  immigrant  education,  last  spring  by  an  act 
of  the  Legislature  appropriated  $20,000  to  train  teachers  capable 
of  teaching  adult  immigi-ants  well.  The  State  of  Arizona  last 
spring  passed  a  bill  a])propriating  $25,000  as  "state  aid''  to  com- 
munities for  the  purpose  of  teaching  the  non-English-speaking 
residents  of  the  state. 

The  ideal  form  of  educational  le2;islation  is  contained  in  the 
bill  introduced  in  Congress  last  October  by  Senator  Hoke  Smith 
(S.  4987).  It  provides  for  annual  appropriations  amounting  to 
$100,000,000.  provided  sums  in  ((lual  .-liiiounts  he  appro])riaied 
by  the  states,  for  the  purpose  of  aiding  the  states  to  carry  on  more 
successfully  certain  types  of  education  which  most  vitally  affect 
our  national  welfare.  The  provisions  include  $7,500,000  annu- 
ally for  the  removal  of  illiteracy,  the  same  amount  for  the  Ameri- 
canization of  foreigners,  and  $50,000,000  for  the  equalization 
of  educational  opportunities  within  the  several  states,  particularly 
in  rural  and  village  schools. 

Dehiware  had  9,870  illiterates  ten  vears  of  aae  and  over  in 
1910.  The  Federal  allotment,  under  this  bill,  for  these  illiterates 
would  amount  to  $19,680,78,  which  the  state  would  have  to  equal, 
'i'his  plan,  it  is  stated,  would  eliminate  illiteracy  from  the  state 
within  ten  years. 

Delaware  had  17,492  immigrants  by  the  1910  census.  The 
Federal  allotment  for  them  would  amount  to  $9,708.06,  which 
the  state  would  have  to  match.  The  foreign-born  in  the  state 
could  also  be  Americanized  within  ten  years,  or  less,  by  this  plan. 

If  this  bill  should  become  a  law.  it  would  give  Federal  aid  to 
the  educational  facilities  of  every  .state.  In  the  meantime,  how- 
ever, the  •'  state  aid  "  plan  may  he  used  to  give  aid  to  local  schools. 


Delawat?e  3521 

The  Pkoposed  State  Aid  Bill 

The  State  Defense  Council,  through  the  Americanization  Com- 
mittee, has  had  a  bill  prepared  providing  for  state  aid  in  the 
education  of  persons  unable  to  speak  English. 

There  can  be  uo  question  of  the  validity  of  the  principle  of 
state  aid  for  education.  It  is  often  impossible  for  the  particular 
community  in  which  a  large  industry  may  be  located  to  bear  the 
whole  expense  of  teaching  the  workmen  English  and  turning  them 
into  American  citizens.  And,  moreover,  the  contribution  which 
such  an  industry  makes  is  often  to  the  general  prosperity  of  the 
state  rather  than  to  that  of  the  particular  town  or  village  in  which 
it  is  located.  The  education  of  persons  living  in  the  state  is 
peculiarly  and  inevitably  the  concern  of  the  state. 

The  Proposed  Compulsory  Education  Bills 
Other  bills  have  also  been  drawn  which  contain  certain  com- 
pulsory features  —  one  bill  for  minors  and  the  other  for  persons 
over  the  age  of  21.  They  make  it  obligatory  for  every  non- 
English-speaking  person  to  be  in  attendance  at  some  school  or 
class  where  English  is  taught.  The  classes  may  be  in  public  or 
private  schools,  in  shops  or  factories,  in  the  daytime  or  the 
evening. 

Laws  similar  to  the  bill,  applying  to  minors,  have  been  passed 
in  Massachusetts  and  'New  York. 

The  last  bill,  applying  to  persons  under  45  years  of  age,  which 
goes  beyond  the  ordinary  state  law  for  education  of  minors,  will 
be  offered  for  consideration,  if  introduced  at  all,  as  justified  under 
the  admitted  and  acknowledged  police  power  of  the  state,  which 
is  the  power  under  which  the  state  enacts  and  enforces  whatever 
provisions  are  necessary  for  the  safety  and  general  welfare  of  the 
persons  within  its  limits.  The  war  made  it  clear  to  a  surprised 
nation  that,  as  a  war  measure,  it  was  necessary  to  develop  our 
entire  population  into  an  English-speaking  people.  It  is  none 
the  less  necessary,  as  a  police  measure,  even  in  times  of  peace; 
considering  industrial  accidents  alone,  for  instance,  the  state 
would  be  justified  in  requiring,  under  its  police  power,  that  every 
person  learn  English,  in  order  to  put  an  end  to  a  situation  so 
fraught  with  possibilities  of  injury,  death  and  consequent  depend- 
ency among  the  workers  of  the  state.  The  Commonwealth  Steel 
Company,  for  instance,  states  that  80  per  cent,  of  the  accidents 
111 


3522  Citizenship  Tkainixg  ijf  Other  States 

in  its  plants  happened  to  men  who  could  not  speak  English, 
although  such  men  constituted  only  34  per  cent,  of  the  employees. 

It  is  doubtful  whether  either  of  these  compulsory  bills  will  be 
introduced.  They  were  under  consideration  merely  as  an  experi- 
ment in  the  present  absence  of  either  a  national  or  state  policy 
on  the  subject.  Xow  that  the  armistice  has  been  signed,  it  is 
doubtful  whether  sufficient  public  support  could  be  mustered 
either  for  their  enactment  or  enforcement. 

It  was  pointed  out  above  that  compulsory  education,  or  rather 
compulsory  English,  was  necessary,  even  in  time  of  peace.  It 
may  be  questioned  whether  or  not  the  years  to  come  can  be  called 
a  time  of  peace.  The  armistice  has  been  signed,  and  rifles  and 
guns  have  ceased  to  roar;  but  the  ideas  underneath  the  German 
plan  for  control  of  the  world's  trade,  and  the  ideas  they  sowed 
to  bring  about  the  Russian  revolution  and  the  chaos  that  followed 
it,  these  forces  have  not  signed  an  armistice,  and  are  not  asking 
for  peace.  They  are  mobilizing  their  forces  in  this  country, 
as  well  as  in  other  countries,  today.  The  war  to  make  the 
American  conception  of  liberty,  equality,  and  democracy  prevail 
remains  to  be  won ;  the  first  campaign  in  that  war  must  be  to  make 
every  one  in  this  country  understand  it  and  believe  in  it ;  and  this 
cannot  be  done  until  they  can  understand  us  when  we  speak  to 
them,  and  know  what  it  is  that  we  are  trying  to  say. 

COXCLUSION" 

In  thus  setting  forth  the  Americanization  program  of  the  State 
of  Delaware,  the  Defense  Council  is  well  aware  that  Americaniza- 
tion is  not  ultimately  a  matter  of  "programs."  The  lines  of 
activity  here  described  are  simply  the  elementary  necessities  of 
Americanization.  A  great  many  matters  of  social  and  industrial 
adjustment  which  lie  at  the  root  of  Americanization  are  only 
touched  upon  here.  The  practical  solution  is  not  set  forth. 
Americanization  is  a  long,  slow  task,  in  Delaware  as  well  as 
everywhere  else  in  the  United  States;  but  it  is  a  task  which  must 
be  undertaken  if  our  American  institutions  are  to  endure.  This 
account  merely  indicates  the  beginnings,  the  fundamental  prin- 
ciples and  policies  that  must  underlie  the  effort  and  the  main 
lines  of  work  that  lie  ahead. 


Del  A  WAKE  3523 

5.  Bulletin  of   the   Service   Citizens  of  Delaware 

Vol.  1  Number  2 

SIX   MONTHS    OF   AMERICANIZATION   IN   DELAWARE 

September,  1919 

Application  made  for  extrance  at  the  post  office  of  Newark,  as  secoxd- 
CLAss  matter  under  Act  of  Congress  of  Jvtly  16,  1894. 


SIX  MONTHS  OF  AMERICANIZATION  IN  DELAWARE 

January- June,  1919 

Published  by  the  Service  Citizens  of  Delaware 

Prepared  by  Helen  Hart,  Executive  Secretary,  Americanization  Committee; 
Marguerite  H.  Burnett,  Supervisor  of  Immigrant  Education 


PREFACE 

Americanization  is  not  a  fad  of  philanttiropj,  a  spasm  of  uplift, 
or  even  a  demonstration  in  civics  or  education.  It  is  a  compound 
of  national  self-preservation  and  simple  human  friendliness. 
When  it  was  known  that  no  official  agency  in  Delaware  had  the 
authority  or  the  financial  resources  to  establish  vital  contacts 
and  neighborly  relationships  with  the  non-English  speaking  people 
of  the  community,  the  Service  Citizens  undertook  these  things 
and  have  felt  honored  in  having  been  given  the  privilege.  The 
following  pages  tell  how  we  did  it,  and  the  record  is  given  to 
the  public  in  order  that  other  workers  may  be  guided  by  our 
experience  —  to  improve  upon  whatever  success  we  may  have 
attained  and  to  avoid  whatever  errors  we  may  have  made.  If 
there  is  any  way  in  which  the  Service  Citizen  may  aid  further 
any  other  workers  in  a  like  field,  we  shall  be  happy  to  place  what- 
ever we  possess  at  the  disposal  of  inquirers. 

Public  Library  Building,  Wilmington,  Del. 

September  20,  1919, 

Joseph  H,  Odell, 

Director. 


3524  Citizenship   Training  in  Otiiek  States 

a.  historical  introduction 
Begim  in  war  time,  in  September,  1918,  as  a  part  of  the  state's 
official  war  program,  the  Delaware  Americanization  program 
was  nevertheless  constantly  directed  toward  the  time  of  peace. 
In  its  report  to  the  General  Assembly  and  to  the  people  of  the 
state,  the  Defense  Council,  which  initiated  the  state's  Americani- 
zation work,  said: 

"  The  whole  Delaware  program  (of  Americanization)  as 
initiated  by  the  Defense  Council  is  based  upon  the  assump- 
tion that  it  is  a  long-time  program,  to  be  adequately  carried 
out  in  the  state." 

Americanization  anywhere  depends  so  largely,  for  its  success, 
upon  being  made  a  matter  of  permanent  public  policy  that  it  was 
felt  to  be  peculiarly  unwise  to  organize  the  Americanization  work 
as  if  it  were  merely  a  temporary  war  activity.  In  Americaniza- 
tion, especially,  only  harm  comes  from  programs  planned  but 
never  executed,  promises  made  to  the  foreign-born  but  not  fulfilled. 
As  consulting  director  on  Americanization  and  formulator  of  the 
state's  program  I  was,  therefore,  authorized  to  make  the  state 
plan  on  .a  long-time  basis,  and  to  secure  a  permanent  executive 
(Miss  Helen  Hart)  to  assist  me  in  getting  the  program  into  prac- 
tical operation  and  then  to  carry  it  on. 

A  careful  distinction  was  made  between  the  pieces  of  work 
which  could  be  begun  at  once  and  those  that  should  aAvait  further 
study.  In  its  statement  to  the  General  Assembly  and  the  people 
of  Delaware  the  Defense  Council  also  said  that,  following  the 
definite  work  already  begun,  from  time  to  time  additional  "  recom- 
mendations will  be  made  to  the  Defense  Council,  or  to  the  organ- 
ization which  shall  carry  on  the  Americanization  program  after 
the  Defense  Council's  life  shall  have  been  ended." 

On  January  1,  1919,  the  Service  Citizens  of  Delaware,  in 
accordance  with  its  announced  policy  of  supporting  state  programs 
and  rallying  the  support  of  the  individual  citizens  of  the  state 
to  state  measures  and  policies  which  the  state  lacked  sufficient 
appropriation  to  carry  through,  took  over  that  part  of  the  Ameri- 
canization program  which  it  had  been  planned  to  carry  out  ulti- 
mately through  the  public  schools  and  through  state  funds.  The 
Service  Citizens  also  retained  the  services  of  the  executive  chosen 


DELAWARE  3525 

by  the  consulting  director  to  be  in  charge  of  whatever  other 
Americanization  work  the  Service  Citizens  should  decide  to  assist 
the  state  in  carrying  through, 

Not  all  of  the  task  of  Americanization  can  be  accomplished  by 
legislation  and  by  official  policy.  It  is,  therefore,  particularly 
fitting,  in  Delaware  or  in  any  other  state  or  community,  that  there 
be  a  definite  working  relation  between  the  state's  educational  and 
other  ofticial  agencies  concerned  with  Americanization  and  the 
interest  and  initiative  of  private  citizens  in  a  group  activity  such 
as  the  Service  Citizens  represent.  Also,  while  public  moneys 
are  the  logical  funds  for  the  education  of  the  adult  foreign-born, 
there  are  other  aspects  and  other  experiments  in  Americanization 
work  which  can  rarely  be  enacted  into  law  or  offieial  policy  until 
their  wisdom  is  demonstrated ;  and  private  funds  for  these  experi- 
ments are  often  the  most  direct  means  to  secure,  ultimately,  public 
support  and  p>ublic  funds.      It  has  so  come  to  pass  in  Delaware. 

The  State  Peogeam  as  Initiated 
The  state  Americanization  program  has  been  fully  described 
in  a  pamphlet,  "Americanization  in  Delaware,"  issued  by  the 
Defense  Council  last  December.  The  issue  is  exhausted.  It  is 
impossible  here  to  do  more  than  to  summarize,  without  explana- 
tion or  comment,  the  main  pieces  of  work  outlined  for  immediate 
action  under  that  program.      They  are: 

1.  A  census  of  alien  workmen  in  Delaware,  taken  through  the 
industries,  with  data  about  the  families  of  each  man. 

2.  A  proposed  industrial  Americanization  policy  and  a  definite 
proposal  to  employers,  with  reference  to  the  policy  of  Americani- 
zation within  the  individual  industry,  aside  from  co-operation 
with  the  schools. 

3.  A  training  course  for  teachers  with  a  recommendation  for  a 
-permanent  system  of  training  teachers  throuo;h  Delaware  College. 

4.  Emergency  classes  for  non-English-speaking  drafted  men. 

5.  A  plan  of  organization  for  a  night  school  experiment  from 
January  to  June,  1919,  under  a  trained  supervisor  especially 
engaged  for  the  purpose. 

6.  .A  plan  of  organization  for  a  night  school  campaign  early 
in  1919. 

7.  A  policy  of  using  the  advice  and  the  initiative  of  the  foreign- 
born  in  every  part  of  the  Americanization  program,  especially 
through  the  formation  of  racial  committees  acting  with  the  native- 
born  and  with  the  Americanization  executive. 


3526  Citizenship  Training  in   Other  States 

8.  State  legislation  especially  designed  to  provide  "  state  aid  " 
or  state  funds  for  communities  for  the  education  of  tiie  adult 
foreign-born. 

Present  Status  of  the  Above  Program 
In  the  three  months  between  October  1,  1918,  and  January  1, 
1919.  the  Defense  Council  reduced  much  of  the  above  program, 
notably  articles  1,  2,  S,  4  and  8,  to  operating  terms: 

1.  The  alien  census,  taken  through  the  industries,  was  prac- 
tically completed  (allowing  for  the  unsettled  labor  force  in  many 
industries  at  just  this  time)  and  the  data  collected  was  used  as 
a  check  upon  all  plans.  With  the  large  turnover  of  labor  in  the 
state  during  the  past  winter,  the  Service  Citizens  has  had,  of 
course,  to  make  frequent  revisions  of  the  census  for  certain  of 
the  plants. 

2.  The  industrial  Americanization  program  was  presented  to 
Delaware  employers  at  a  conference  of  industrial  leaders  held 
on  December  17,  1918.  The  conference  was  to  have  been  called 
in  the  interest  of  the  state  program  by  the  Governor  of  the  state, 
but,  upon  the  return  of  the  state  to  a  peace  basis,  the  conference, 
with  the  detailed  program  prearranged  for  it,  was  called  by  the 
Service  Citizens. 

3.  The  training  course  for  teachers  of  the  adult  foreign-born, 
a  six-weeks'  course  with  noted  experts  from  all  parts  of  the  coun- 
try, was  conducted  by  the  Defense  Council  in  co-operation  with 
the  Wilmington  public  school  system,  from  November  11,  to 
December  21,  1918.  The  enrollment  was  large  and  the  com- 
munity interest  marked.  All  the  teachers  who  received  certifi- 
cates and  expressed  a  desire  to  teach  were  subsequently  used  by 
the  Service  Citizens  in  the  night  school  experiment. 

4.  The  emergency  classes  for  non-English-speaking  drafted  men 
were  organized,  after  a  careful  survey  of  the  draft  records,  with 
the  co-operation  of  the  local  draft  boards  and  were  conducted 
until  the  armistice  made  them  unnecessary. 

8.  A  state  bill  providing  for  state  aid  to  the  communities  was 
prepared  ready  for  presentation  to  the  General  Assembly  so  soon 
as  it  should  open  in  January. 

The  bill,  appropriating  $15,000  per  annum  for  two  years,  was 
passed  in  March  and  thus,  for  the  first  time  in  its  history,  the 
state  assumed  an  official  responsibility  for  the  education  of  the 
adult  foreign-born.      A  word  should  be  said  in  connection  with 


Delaware  3527 

this  legislation:  The  Defense  Council  had  three  bills  drawn  for 
consideration,  one  providing  for  state  aid,  one  providing  for  com- 
pulsory attendance  at  some  class  for  all  non-English-speaking 
illiterate  minors  in  the  state  between  the  ages  of  16  and  21,  and 
one  providing,  under  the  police  power,  rather  than  the  educational 
power  of  the  state,  for  compulsory  attendance  at  some  class  for 
non-English-speaking  adults  up  to  the  age  of  45. 

We  finally  decided,  however,  that,  without  settling  for  all  time 
the  pros  and  cons  of  "compulsory  English,"  the  State  of  Dela- 
ware had  a  first  responsibility  in  providing  the  facilities,  and  that 
compulsion,  if  it  came  at  all,  might  well  come  later,  if  the  facili- 
ties were  not  used  voluntarilv.  Further,  some  of  us,  at  least, 
felt  that  "  compulsory  English  "  is  more  logically  a  Federal  than 
a  state  requirement,  that  as  a  state  law  it  is  largely  unenforceable 
and  that  we  did  not  wish  to  put  an  unenforceable  law  upon  the 
statute  books  of  Delaware  under  the  name  of  a  state  policy  of 
Americanization, 

In  all  its  Americanization  work  the  Defense  Council  had  taken 
counsel  of  the  foreign-born  groups  and  leaders.  But  the  thorough 
organization  of  the  racial  committees  was  done  later  by  the  Service 
Citizens.  The  night  school  campaign,  and  the  night  school  experi- 
ment, in  a  most  thorough-going  and  successful  way,  through  the 
months  from  February  to  June,  were  entirely  carried  out  by  the 
Service  Citizens  by  methods  and  policies  to  be  fully  set  forth 
in  the  following  report. 

Scientific  Basis  for  Further  Work 
The  whole  program  above  described  was  for  immediate  action. 
It  was  preceded  by  a  brief  preliminary  study  made  by  the  con- 
sulting director  and  covered  in  the  Defense  Council's  report.  No 
more  extensive  survey  was  needed  for  those  parts  of  the  work 
that  were  immediately  put  into  operation.  It  was  perfectly  plain 
without  a  ''  survey,"  for  instance,  that  Delaware,  without  a  single 
public  facility  for  the  education  of  the  adult  foreign-born,  needed 
state  action  on  this  point.  Moreover,  the  alien  census  was  to  a 
high  degree  a  very  valuable  survey.  But  in  connection  with  the 
program  of  immediate  action  a  distinct  recommendation  was  made 
(Section  II  of  the  Defense  Council's  Americanization  report) 
that  there  be  made  a  slow  and  scientific  survey  to  serve  as  a  guide 
for  the  state's  long-time  program,  and  to  cover  the  followino-: 
The  demand  and  supply  of  foreign-born  workmen  in  the  indus- 


3528  Citizenship  Training  in  Other  States 

tries  of  the  state ;  housing  facilities ;  facilities  for  the  savings  and 
investments  of  the  foreign-born,  and  present  tendencies;  condi- 
tion, policy  and  tendency  of  foreign  language  papers  read  in 
Delaware;  lands  available  for  sale  or  tenancy;  foreign  language 
organizations  and  leaders ;  educational  opportunities  in  private 
agencies ;  aliens  as  dependents  or  delinquents  in  the  state ;  a  study 
of  each  race  in  the  state,  especially  with  reference  to  old-country 
political  traditions;  religious  influences  prevalent  here,  etc. 

This  survey  has  not  yet  been  undertaken.  It  is  essential  to 
a  sound,  far-reaching  and  thorough-going  Americanization  policy 
in  the  State  of  Delaware,  and  I  hope  that  it  may  soon  be  begun. 

Conclusion 

The  Service  Citizens  is  to  be  congratulated  upon  the  nigbt 
school  experiment  by  which  a  sound  educational  Americanization 
policy  has  been  pointed  out  to  the  state,  now  to  be  continued  by 
state  authorization  and  state  funds.  The  spirit  of  the  work  in 
this  experiment  seems  to  me  to  have  been  most  happy.  If  reach- 
ing the  foreign-born  and  bringing  their  hearts  and  minds  closer 
to  America  is  the  real  test  of  Americanization  work,  Delaware's 
night  school  experiment  meets  that  test. 

In  the  plainest  possible  words,  the  night  schools  as  conducted 
in  Delaware  during  the  past  six  months  under  Miss  Hart  and 
Miss  Burnett  have  made  Delaware,  from  the  point  of  view  of  the 
foreign-bom,  a  more  desirable  place  to  live  in.  This  surely  is 
the  genuine  destiny  of  any  state  —  to  make  of  itself  a  place  in 
which  the  native-born  sons  and  daughters  wish  to  stay  because 
they  believe  that  in  it  they  will  find  their  opportunity,  and  a 
place  to  which  men  and  women  from  outside  and  from  other  lands 
flock  because  it  is  a  desirable  place  in  which  to  live  as  well  as 
in  which  to  work. 

Americanization  in  the  field  of  industrial  organization  is  still 
to  be  worked  out  in  Delaware.  It  is  perljaps  the  next  task.  It  if 
is  to  be  met  with  the  same  spirit  and  the  same  persistence  in 
which  the  educational  task  has  been  met,  the  outlook  will  be  most 
promising.  Like  the  rest  of  America,  Delaware  needs  the  foreign- 
born;  it  needs  them  as  much  as  loyal  and  stable  and  devoted 
citizens  in  its  communities  as  it  needs  them  as  loyal  and  contented 
and  stable  workmen  in  its  industries.  Delaware's  Americaniza- 
tion task,  in  brief,  is  simply  the  task  of  making  the  State  of 
Delaware  the  place  which  the  foreign-born  choose  among  all  other 


Delawake  3529 

places,  the  place  in  which  they  elect  to  stay  and  work  and  make 
their  contribution  to  American  life.  The  State  of  Delaware 
has  avowed  its  policy.  It  is  for  the  people  of  Delaware  to 
stand  by  it. 

Esther  Everett  Lape. 

b.  purpose  of  the  service  citlzens'  program 

This  report  might  be  called  "  How  Delaware  met  its  foreign- 
born  half-way  and  what  came  of  it." 

True  Americanization  involves  bringing  each  foreigner  into 
contact  with  the  real  life  of  America  —  making  that  an  integral 
part  of  his  life,  making  his  ideals  and  activities  a  part 
of  the  whole  nation's  heritage.  Many  Americans  who  have 
recently  had  much  to  say  about  Americanization  have  assumed 
that  most  immigrants  are  not  anxious  that  this  process  should 
take  place.  The  experience  of  Delaware  during  the  past  year 
is  an  interesting  bit  of  evidence  upon  this  point. 

The  Service  Citizens  of  Delaware,  in  assuming  partial 
responsibility  for  what  Miss  Lape  has  called  a  "long-time  pro- 
gram of  Americanization,"  wisely  chose  the  more  immediate  task 
of  providing  the  means  of  contact  with  American  life  for  the 
foreigner  who  was  aware  of  needing  it,  but  had  not  known  where 
to  find  it.  There  still  remains  for  solution  the  problem  of  bring- 
ing America  to  the  thousands  of  immigrants  who  have  not  even 
glimpsed  it  —  whose  self-sustaining  foreign  communities  do  not 
know  either  that  they  need  America  or  that  America  needs  them. 
But  in  the  attempt  to  create  a  night  school  system  in  which  the 
conscious  needs  of  the  non-English-speaking  immigrant  should 
be  met  as  nearly  adequately  as  possible,  Delaware  has  met  with 
a  response  that  gives  eloquent  proof  of  the  essential  hopefulness 
of  the  situation. 

In  undertaking  these  classes,  the  Service  Citizens  had  no 
thought  of  definitely  accepting  the  responsibility  for  work  which 
obviously  should  be  done  by  the  public  educational  authorities. 
The  purpose  was  to  bridge  the  gap  until  public  facilities  for  immi- 
grant education  could  be  secured,  and  at  the  same  time  to  give 
a  demonstration  of  the  results  obtainable  in  Americanization 
classes  under  especially  favorable  conditions. 

On  March  17th,  the  Delaware  G-eneral  Assembly  passed  a  bill 
appropriating  $15,000  a  year  for  two  years  for  the  maintenance 
of  such  c.'' asses.      Accordingly,  on  July  1st,  at  the  close  of  the 


3530  Citizenship  Training  in  Othee  States 

regular  term  the  classes  were  turned  over  to  the  educational 
authorities  of  Wilmington,  who  retained  the  services  of  the  super- 
visor employed  by  the  committee. 

The  people  of  Delaware,  through  the  Service  Citizens,  this  year 
have  met  half  way  a  thousand  foreigners  who  realized  that  they 
wanted  to  learn  the  English  language;  and  far  more  has  come 
of  it  than  might  have  been  expected  after  the  years  the  problem 
has  been  neglected.  Next  year,  with  the  actual  work  of  the  night 
schools  taken  over  by  the  state,  the  Service  Citizens  ought  to  reach 
another  thousand  who  have  not  yet  gotten  into  classes.  For  the 
real  story  of  Americanization  in  Delaware  cannot  be  written  until 
we  have  seen  to  it,  somehow,  that  all  the  people  of  the  state, 
whether  they  go  to  night  school  or  not,  have  some  vital  contact 
with  the  life  of  the  American  community. 

C.    THE  creation  OF  COMMITTEES 

The  real  work  of  Americanization  in  any  community  must  be 
done  by  the  people  of  that  community.  Trained  workers  with 
an  adequate  budget  can  do,  and  should  do,  the  work  of  providing 
the  mechanical  means  by  which  native  and  foreign-born  may  come 
into  closer  contact  with  each  other.  That  must  be  attended  to; 
but  that  is  not  Americanization.  The  real  process  of  Americani- 
zation is  a  spiritual  process.  It  must  go  on  in  the  hearts  and 
lives  of  the  people  of  America. 

The  recognition  of  this  principle  is  undoubtedly  responsible 
for  the  existence  in  many  communities  of  Americanization  com- 
mittees with  little  or  nothing  definite  to  do.  Workers  have  real- 
ized the  importance  of  interesting  the  public  in  Americanization, 
and  the  appointment  of  a  multiplicity  of  committees  has  seemed 
the  easiest  way  to  accomplish  this  end.  Too  often  it  has  been 
found,  however,  that  these  committees,  charged  chiefly  with  a 
vague  responsibility  for  spreading  a  sentiment  among  their  fellow 
citizens,  become  paj^er  organizations  and  their  members  are 
absorbed  by  other  movements  which  make  more  concrete  demands 
upon  them. 

It  was  felt  in  Delaware  that  the  end  of  securing  public  interest 
in  Americanization  could  be  better  accomplished  by  the  gradual 
promotion  of  increased  intercourse  between  native  and  foreign- 
born  than  by  the  creation  of  such  pa])Gr  organizations.  For  this 
reason  whenever  possible  the  appointment  of  committees  was 
deferred  until  concrete  tasks  awaited  them.     No  attempt  has  been 


Del  A  WAKE  3531 

made  to  create  a  symmetrical  and  "  representative "  system  of 
committees.  Several  were  appointed,  however,  with  certain 
definite  responsibilities. 

The  Service  Citizens'  Committees 
At  the  Industrial  Conference  the  Service  Citizens  appointed 
an  Americanization  Committee  to  deal  with  problems  in  general, 
with  special  reference  to  the  industrial  field.      The  members  of 
the  committee  were  as  follows: 

Henry  Ridgely,  of  Dover,  Chairman;  C.  B.  Germain,  Wilming- 
ton; Dr.  G.  Layton  Grier,  Milford;  R.  H.  Richards,  Wilmington; 
John  C.  Saylor,  Wilmington;  Frank  O.  Whitlock,  Wilmington; 
W.  C.  Blatz,  Wilmington. 

This  committee  met  on  January  10th  and  again  on  Febru- 
ary 26th.  (1)  It  recommended  that  the  Service  Citizens  appro- 
priate $13,000  toward  providing  Americanization  classes  in  Dela- 
ware for  six  months,  (2)  It  further  asked  for  the  appointment 
of  a  subcommittee  on  industrial  Americanization  which  should 
find  a  practical  working  basis  for  the  co-operation  of  the  indus- 
tries in  the  whole  educational  movement.  (3)  It  further  recom- 
mended the  appointment  of  a  subcommittee  on  legislation. 

The  Industrial  Committee 
The  subcommittee  on  on  Industrial  Americanization  made  a 
canvass  in  February  of  all  plants  employing  large  numbers  of 
foreigners,  in  order  to  ascertain  their  views  as  to  a  practicable 
program  for  Americanization  in  industry.  The  program  sub- 
mitted for  discussion  was  one  prepared  by  Miss  Lape  for  the 
Industrial  Conference  and  read  as  follows: 

"IS   THIS   PRACTICAL   FOR  YOUR   PLANT? 

"  Will  You   Consider  It  ? 

plant  americanization  program 
"  I.  An  alien  census  kept  up  to  date. 

"It  will  help  the  state;  it  will  help  you  to  follow  care- 
fully the  turnover  of  your  foreign-born  labor, 
"II.  A  plant  Americanization  representative. 

"A  main,  not  a  minor,  executive.  Americanization  cannot 
be  regulated  to  the  'welfare'  department  only.  It  affects 
every  division  of  industrial  organization. 


3532  Citizenship  Teaining  in  Other  States 

"The  representative  will  act  with  the  similar  representa- 
tives of  the  other  industries  of  the  state  on  a  state-wide  basis. 
"  III.  A  plant  committee. 

"A  group  of  foreign-born  workmen  representing  the  races 
in  the  plant,  chosen  by  the  men  themselves  to  act  in  all 
Americanization  matters  with  your  Americanization  executive. 
"IV.   Co-operation  with  public  night  schools. 

"  To  promote  the  attendance  of  the  men,  to  follow  up  their 
records,  reasons  for  dropping  out,  etc. 

"  To  follow  up  naturalization. 
"Y.  Factorv  classes. 

"  On  your  own  time,  or  the  men's  under  the  supervision 
of  the  Board  of  Education  for  those  men  whose  hours  or 
conditions  make  night  school  impossible, 
"VI.  A  preferential  policy. 

"  For  preferring  for  promotion  the  men  that  are  learning 
English  and  preparing  for  citizenship." 

In  spite  of  repeated  efforts  on  the  part  of  the  chairman  to  get 
explicit  replies  to  each  of  these  propositions,  many  of  the  man- 
agers addressed  were  noncommital  or  responded  only  with  some- 
what vague  promises  of  "  co-operation."  Six  major  plants  agreed 
definitely  to  Point  I,  fourt  to  Point  II,  four  to  Point  III,  five 
to  Point  IV,  none  to  Point  V  and  none  to  Point  VI. 

In  spite  of  the  general  inability  or  unwillingness  to  undertake 
factory  classes,  several  of  the  employers  felt  the  education  of  non- 
English-speaking  workmen  to  be  a  definite  obligation  on  the  part 
of  the  industry  and  eight  of  them  agreed  to  meet  the  actual  teach- 
ing expense  for  the  men  in  their  factories  who  would  attend 
classes. 

The  committee  adopted  the  policy  of  sending  all  employers  of 
men  who  registered  for  classes  (whether  the  firm  had  agreed  to ' 
co-operate  or  not)  a  complete  record  of  each  man's  attendance 
each  month.  This  enabled  any  employer  who  was  curious  upon 
the  point  to  find  out  for  himself  whether  the  night  school  instruc- 
tion did  increase  the  efficiency  of  his  non-English-speaking  work- 
men. As  a  matter  of  fact,  a  number  of  the  firms  showed  a 
marked  interest  in  the  progress  of  their  men.  Several  employers, 
at  the  suggestion  of  the  committee,  sent  out  personal  letters  of  con- 
gratulation to  each  man  in  their  employ  who  completed  the 
course,  and  these  made  a  profound  impression.      There  is  every 


Delaware  3533 

reason  to  believe  that  this  year's  experience  in  co-operating  witli 
the  classes  will  result  in  the  adoption  of  a  clear  cut  Americaniza- 
tion policy  in  several  Delaware  plants. 

The  Legislative  Committee 

The  subcommittee  on  legislation  reviewed  very  carefully  the 
State  Aid  bill  prepared  for  the  Defense  Council,  and  after  getting 
the  opinions  of  several  local  authorities  interested  in  the  subject, 
made  one  or  two  alterations  before  the  bill  was  submitted  to  the 
Legislature.      (For  text  of  bill  see  Appendix  I.) 

The  actual  pushing  of  the  bill  was  in  the  hands  of  the  racial 
committees,  who  sent  a  delegation  to  Dover,  carrying  a  petition 
from  pupils  in  the  classes  who  were  eager  to  be  assured  that  the 
work  would  go  on. 

Racial  Committees 

Real  co-operation  in  an  Americanization  movement  by  the 
leaders  of  the  foreign  groups  in  a  community  is  not  to  be  taken 
lightly  for  granted.  Unless  such  a  leader  be  high-minded, 
unselfish,  and  far-seeing,  Americanization,  even  in  its  most 
sympathetic  aspects,  is  the  last  thing  he  wants  for  his  people. 
His  prestige  with  his  own  people  and  with  the  American  com- 
munity is  derived  from  his  position  as  connecting  link  between 
native-  and  foreign-bom.  Members  of  his  own  group  look  to 
him  in  every  emergency  that  makes  it  necessary  for  them  to 
venture  outside  of  the  familiar  environs  of  the  foreign  colony. 
Puzzled  parents,  anxious  investors,  would-be  citizens,  involun- 
tary violators  of  the  law,  all  come  to  him  for  aid,  because  he 
alone  can  unravel  for  them  the  dreadful  mysteries  of  a  situation 
where  speech  is  useless.  And  on  the  other  hand  stand  politicians, 
patriotic  committees  and  social  workers,  dependent  on  him  alone 
to  unlock  the  door  to  the  alien  people  they  feel  that  they  must 
reach.  He  is  the  gate  in  the  great  wall  of  strangeness  and  silence 
that  separates  the  American  community  from  the  immigrant. 
And  yet  we  call  upon  him  cheerfully,  confidently,  to  help  us 
batter  down  that  wall. 

We  ought,  at  least,  to  realize  how  much  of  unselfish  devotion 
to  the  American  ideal  we  are  expecting  of  these  racial  leaders 
when  we  ask  for  their  co-operation.  And  we  must  learn  to  value 
it  as  it  deserves  when  we  get  more  than  a  perfunctory  display 
of  it. 


3534  Citizenship  Training  in  Other  States 

From  tlie  first,  the  majority  of  leaders  among  the  foreign 
groups  in  Delaware  gave  real  and  cordial  help  to  the  Americaniza- 
tion program.  In  no  group  was  it  impossible  to  find  at  least  one 
leader  who  was  willing  to  place  the  greatest  ixeed  of  his  people 
above  his  own  immediate  and  selfish  advantage.  And  this  in 
spite  of  occasional  extreme  utterances  by  uninformed  Americans 
which  gave  color  to  the  accusation  that  Americanization  is  an 
attack  on  all  the  alien  groups  hold  dear. 

The  executive  secretary  turned  constantly  for  advice  and  help 
to  various  leaders  of  the  foreign  groups  from  the  first,  but  no 
formal  organization  of  racial  committees  was  completed  until 
February.  By  this  time  the  workers  were  familiar  with  the 
names  of  nearly  all  the  men  and  women  who  had  real  influence 
in  the  immigrant  community.  By  this  time,  also,  there  was  defi- 
nite work  for  a  committee  to  do. 

A  meeting  was  called,  to  which  every  one  of  these  leaders 
was  invited.  The  plan  of  opening  night  school  classes,  already 
discussed  individually  with  several  of  the  leaders,  was  presented 
and  gone  over  very  frankly  in  detail,  the  leaders  making  a  number 
of  valuable  suggestions.  At  the  close  of  this  meeting  each  per- 
son present  was  asked  to  write  down  his  nomination  for  the  chair- 
man of  his  racial  committee.  A  few  days  later  the  Secretary, 
guided  by  these  votes,  and  by  information  from  other  sources, 
appointed  a  chairman  and  (where  strong  factional  feeling  existed) 
a  vice-chairman  for  each  racial  committee.  All  the  leaders,  those 
who  were  absent  as  well  as  those  who  came,  were  asked  to  act 
on  the  committee. 

Some  of  these  chairmen  called  meetings  of  their  committees 
at  once;  others  have  never  met  as  a  group.  But  each  has  given 
definite  and  effective  help  in  carrying  on  the  work. 

The  Conference  Group 
Although  Wilmington  has  almost  no  private  organizations 
whose  primary  object  is  Americanization,  a  number  of  groups 
and  individuals  were  interested  in  the  subject  long  l)efore  the 
work  of  the  State  Defense  Council  began.  Americanization  is 
part  of  the  regular  work  of  the  Christian  and  Hebrew  associa- 
tions. The  three  social  settlements  of  the  city  were  located  very 
close  to  the  heart  of  the  problem.  The  churches  had  been  giving 
faithful  service  in  the  immigrant  sections  of  the  city  for  years. 
The  nursing  organizations  of  the  city,  though  more  recently  estab- 
lished, had  been  able  to  win  the  confidence  of  foreign  mothers 


Delaware  3535 

as  no  group  could  do.  The  school  teachers  had  been  piling  up 
problems  and  bits  of  information  ever  since  non-English-speaking 
immigrants  had  begun  to  arrive  in  Delaware.  The  Associated 
Charities,  the  Red  Cross  Home  Service  and  the  hospitals  were 
dealing  with  Americanization  problems  every  day.  Patriotic 
workers  were  newly  awakened  to  the  problem  by  their  campaign 
experience.  Americanization  committees  had  been  appointed  by 
the  Chamber  of  Commerce  and  the  leading  women's  clubs;  some 
of  these  were  already  doing  a  good  deal  of  work  and  all  were 
looking  for  it. 

It  seemed  essential  that  some  means  should  be  found  of  pooling 
all  the  hard-earned  information  possessed  by  these  various  groups, 
and  of  directing  their  fund  of  wisdom  and  energy  toward  the 
best  solution  of  the  Americanization  problems  of  the  state. 

An  informal  conference  of  these  people  was  called  to  discuss 
the  Americanization  program  early  in  February,  with  very  satis- 
factory results.  It  was  agreed  that  workers  interested  in  the 
subject  should  plan  to  meet  in  the  same  informal  fashion  once 
a  month,  to  exchange  experiences  and  plans.  In  April  this  group 
decided  to  direct  its  energies  toward  compiling  the  information 
that  the  American  people  of  Delaware  ought  to  have  about  each 
of  the  racial  groups  in  the  state.  The  only  one  of  these  studies 
completed  before  these  meetings  closed  for  the  summer  was  that 
of  the  Italians,  but  the  experiment  proved  so  satisfactory  that  it 
will  be  continued  in  the  fall.  (For  outline  used  in  these  studies, 
see  Appendix  II.) 

Educational  Authorities 
Another  very  vital  factor  in  the  situation  without  whose 
co-operation  and  advice  the  work  of  the  committee  would  have 
been  largely  unprofitable  was  the  Board  of  Education.  Dr.  Clif- 
ford J.  Scott,  Superintendent  of  Wilmington  Public  Schools,  and 
Mr.  George  B.  Miller,  President  of  the  Wilmington  Board  of 
Education  until  his  election  as  President  of  the  State  Board  in 
June,  both  acted  as  advisory  members  of  the  committee,  and  no 
important  steps  affecting  the  educational  program  were  taken 
without  consulting  them. 

The  Delaware  Americanization  Committee 
The  Delaware  Americanization  Committee,  then,  finally  came 
to  be  made  up  of  all  the  committees  described  above,  each  working 
at  its  own  problem.     It  is  an  evolutionary  product  brought  about 


3536  Citizenship   Training  in   Other  States 

bv  actual  needs  as  they  arose.  JSTo  doubt  it  will  continue  to  grow, 
as  new  needs  develop.  But  its  friends  hope  it  will  never  cease 
to  be  the  means  to  an  end  rather  than  an  end  in  itself. 

d.  preliminary  education  work 

While  the  Americanization  program  was  still  in  the  hands  of 
the  State  Defense  Council,  two  pieces  of  educational  work  were 
undertaken  which  ought  to  be  noted  here,  because  they  formed 
the  basis  of  much  of  the  work  later  undertaken  by  the  Service 
Citizens. 

Training  of  Teachers 

The  first  was  the  Teachers'  Training  Institute  which  has  been 
described  at  length  by  Miss  Lape  in  an  earlier  report.  Such 
an  institute  was,  of  course,  an  indispensable  preliminary-  to  the 
organization  of  any  system  of  immigrant  education  which  aimed 
at  even  tolerable  teaching  standards.  The  course  was  not 
expected  to  equip  teachers  to  undertake  the  work  of  teaching  adult 
immigrants  without  further  training  or  supervision,  but  it  did 
give  them  a  real  notion  of  the  problem  they  had  to  deal  with  and 
made  a  splendid  basis  for  later  work  under  experienced  leader- 
ship. The  fact  that  almost  without  exception  the  teachers  later 
employed  had  all  received  this  common  training  made  for  unusual 
singleness  of  purpose  in  the  teaching  staff. 

The  noteworthy  feature  of  this  course  was  its  success  in  hold- 
ing the  interest  of  a  large  number  of  Wilmington  people  wdio 
had  no  thought  of  teaching  in  the  night  schools.  This  double 
advantage  unfortunately  could  not  be  realized  in  the  Summer 
Institute,  which  was  held  during  July  and  August  at  Delaware 
College,  twelve  miles  out  from  Wilmington. 

This  second  course,  financed  by  the  Service  Citizens,  but  held 
under  the  auspices  of  the  Delaware  Summer  School  for  Teachers, 
was  more  technical  in  its  content,  only  one-third  of  the  time  being 
given  to  the  introductory  material,  and  most  of  the  actual  work 
on  methods  being  handled  by  the  supervisor  herself,  whose  knowl- 
edge of  the  local  situation  made  it  possible  to  present  a  large 
amount  of  concrete  material.  The  introductory  lectures,  as 
before,  were  given  by  experts  of  national  reputation.  (For  out- 
line of  course  see  Appendix  III.) 


Delaware  3537 

Emergency  English  Classes 

Another  part  of  the  Defense  Council  program  significant  in 
later  developments  was  the  organization  of  classes  in  military 
English  for  drafted  men. 

The  first  regular  session  of  these  classes  opened  on  Novem- 
ber 7th,  on  which  date  Wilmington,  like  the  rest  of  the  United 
States,  went  mad  over  the  first  false  news  of  peace.  The  second 
session  was  held  on  Monday  the  11th.  Two  less  appropriate 
occasions  for  the  study  of  military  English  could  hardly  have  been 
selected.  Thirty-three  men  out  of  the  300  enrolled  turned  up  for 
instruction.  The  rest  verv  naturallv  decided  that  it  was  all  off. 
When  official  word  was  finally  received  that  these  men  would 
not  be  called  into  the  service,  a  letter  was  sent  to  each  man  who 
had  enrolled,  explaining  that  military  English  classes  would  be 
discontinued,  but  offering  an  opportunity  to  go  on  with  lessons 
to  all  who  desired  to  do  so.  About  fifty  men  asked  to  have  the 
work  continued. 

Meanwhile,  a  group  of  forty-five  Poles,  under  the  leadership 
of  Mr.  Leonard  Bochinski,  editor  of  the  Polish  Weekly 
"  Standard,"  had  organized  themselves  into  classes  and  came  to 
the  Defense  Council  for  help.  Their  plan  was  to  combine  the 
study  of  English  with  arithmetic,  geography  and  history  in  their 
own  language.  This  group  was  united  with  the  military  English 
class  which  was  meeting  in  School  Xo.  19,  and  regular  teachers 
were  secured.  The  Polish  lectures  were  given  by  Mr.  Bochinski, 
following  the  regular  English  lesson,  entirely  on  a  volunteer  basis, 
with  very  satisfactory  results. 

These  emergency  English  classes  were  continued  in  four 
centers,  up  to  February  I7th,  when  the  regular  classes  began. 
They  were  held  on  three  nights  a  week,  with  an  average  enroll- 
ment of  ninetv-one  and  an  average  attendance  of  fiftv-nine. 

The  emergency  work  was  decidedly  worth  the  doing.  It 
served  to  demonstrate  to  the  foreign  groups  the  real  and  practical 
desire  of  the  Committee  to  fill  their  needs  at  once.  And  it 
inspired  the  Committee,  as  its  predecessors  had  been  inspired 
before,  by  a  revelation  of  the  spirit  that  animates  the  foreign 
people  of  Delaware  to  a  wonderful  degree  —  a  deep  desire  to 
learn  of  things  American,  and  an  eagerness  to  organize  themselves 
to  meet  the  opportunity. 


3538  Citizen-ship  Teain'ixg  ix  Othee  States 

e.  getting  the  immigkant  into  the  school 
On  February  l7th  twentj-two  regular  classes  began  work  under 
tbe  newly  organized  night  school  system.     The  classes  met  on  four 
nights  a'^week  for  seventeen  continuous  weeks,  with  the  exception 
of  the  Easter  holidays,  when  most  of  the  centers  were  closed. 

Conditions  Making  foe  Success 
As  has  already  been  stated,  the  purpose  of  the  Service  Citizens 
in  financing  the  experiment  of  the  Delaware  Americanization 
Committee  was  to  give  a  demonstration  of  the  results  obtainable 
in  classes  in  English  for  foreigners  under  exceptionally  favor- 
able conditions.  These  conditions  may  be  summed  up  briefly 
as  follows: 

(1)  Adequate  financial  backing. 

(2)  An  almost  total  lack  of  existing  educational  facilities  for 
non-English-speaking  people,  which  gave  the  supervisor  complete 
freedom  in  formulating  the  tradition  of  the  new  evening  school 
system. 

(3)  A  foreign  population  concentrated  in  and  around  Wil- 
mington, working  side  by  side  with  Americans  and  already  eager 
to  learn  English. 

(4)  A  group  of  industries  at  least  partially  reorganized  by 
adaptation  to  war  conditions  and  open  to  conviction  as  to  the 
importance  of  Americanization. 

(5)  Enlightened  and  friendly  co-operation  from  the  Board  of 
Education. 

(6)  A  teaching  force  specially  trained  and,  though  admittedly 
ill-paid  for  day  school  work,  full  of  eager  and  painstaking 
devotion. 

In  contrast  to  these  advantages  there  were,  of  course,  certain 
special  handicaps,  chief  among  which  were  (1)  the  most  serious 
labor  turnover  in  the  history  of  the  state  and  (2)  the  lack  of  ade- 
quately equipped  public  school  buildings  in  the  foreign  districts 
of  the  city.  On  the  whole,  however,  the  advantages  of  the  situa- 
tion entirely  outweighed  these  disadvantages. 

The  committee  decided  that  in  order  to  reap  the  benefit  of 
these  nearly  ideal  conditions  a  specialist  should  be  secured  to 
supervise  the  work.  After  a  careful  survey  of  competent  candi- 
dates for  the  position,  Miss  Marguerite  H.  Burnett,  one  of  the 
two  supervisors  employed  in  New  York  City  night  school  classes 
for  immigrants,  was  engaged,  and  commenr-ed  her  vork  in  Dela- 
ware on  February  1st. 


Delaware  3539 

The  Campaign 

On  February  lOth,  a  week  of  intensive  publicity  was  com- 
menced, preparatory  to  the  organization  of  classes.  The  approach 
to  the  non-English-speaking  people  of  Wilmington  was  made 
through  four  main  channels  —  the  schools,  the  industries,  racial 
leaders  and  organizations,  and  house  to  house  visitors. 

A  colored  poster  representing  a  very  human  and  welcoming 
Uncle  Sam  was  posted  in  the  foreign  sections  of  the  city,  and  in 
industrial  plants.     It  was  inscribed: 

"UIs'CLE  SAM   SAYS,  LExVRN  E^^GLISH 

"  Free  lesson  in  reading,  writing  and  speaking. 

"English  will  begin  on  Febkuaey  17. 

"Special  classes  for  men  wishing  to  become  American 
Citizens.  Eegister  any  night  this  week  at  one  of  the  fol- 
lowing centers:     .     .     ." 

These  posters  appeared  in  English,  Italian,  Polish,  Russian, 
Spanish,  and  Yiddish. 

Eight  "  letters  from  Uncle  Sam,"  especially  prepared  by  Dr. 
Angelo  Patri,  were  translated  into  seven  lang-uages  and  printed 
in  letter  form.  (See  Appendix  IV.)  Three  of  these  were  car- 
ried home  in  sealed  envelopes  with  '"  Uncle  Sam's "  return 
address  in  the  corner,  by  every  child  in  the  public  schools  who  had 
reported  the  common  use  of  a  foreign  language  at  home.  Both 
parents  and  children  were  tremendously  impressed  by  this  per- 
sonal attention  from  Uncle  Sam  and  several  children  came  to  the 
office  of  the  committee  with  messages  from  their  parents,  evidently 
expecting  to  see  the  old  gentleman  in  person !  One  letter  was 
received,  addressed  to  "  Uncle  Sam,  Public  Library  Building," 
and  read:  "Dear  Sir:  —  I  wish  to  take  out  the  full  paper  and 
become  American  citizen,  will  you  kindly  help  me  how." 

Four  more  of  the  "  Letters  from  Uncle  Sam  "  were  distributed 
through  the  industries.  The  eighth  was  sent  by  mail  to  each  of 
the  1,307  declarants  in  the  state.  Copies  of  all  the  printed 
material  were  left  in  foreign  restaurants,  drug  stores,  and 
groceries. 

Xine  of  the  most  important  industrial  plants  in  the  city  con- 
ducted a  campaign  among  their  men  during  the  week,  displaying 
posters,  giving  out  handbills  and  lists  of  registration  centers  and 
taking  the  registrations  of  men  who  expressed  a  desire  to  attend 
classes. 


3540  Citizenship  Training  in  Other  States 

Some  of  the  most  valuable  work  of  the  campaign  was  done  by 
members  of  the  racial  committees.  Of  these,  the  Russians  and 
Ukrainians  made  perhaps  the  most  striking  contribution,  turn- 
ing over  their  own  racial  halls  with  equipment  for  the  use  of  the 
committee,  and  recruiting  their  own  classes.  The  Russians  in 
this  way  secured  fifty  pupils  and  the  Ukrainians  sixty,  out  of 
comparatively  small  colonies  of  their  own  people.  The  Polish 
committee  also  secured  a  number  of  registrations,  and  both 
Polish  Catholic  churches  took  an  active  interest  in  the  campaign. 
The  Jewish  committee  was  particularly  active,  sending  out  special 
letters  to  a  large  mailing  list.  Other  racial  groups  co-operated 
cordially,  though  with  less  spectacular  results. 

Social  agencies,  including  the  Y.  W.  C.  A.,  the  Y.  M.  C.  A., 
the  Y.  M.  H.  A.,  the  U.  S.  Employment  Service,  the  Public 
Library,  the  Delaware  Hospital,  the  Child  Health  Stations  of 
the  State  Defense  Council,  the  Visiting  Kurses'  Association, 
Italian  Neighborhood  House  and  the  People's  Settlement,  gave 
help  in  registration.  Members  of  the  Xew  Century  Club  paid 
more  than  sixty  calls  to  the  homes  of  Italian  mothers,  arousing 
a  great  deal  of  interest.  Members  of  the  Junior  League  gave 
active  assistance  in  a  dozen  directions.  The  campaign  was  in 
itself  an  inspiring  indication  of  the  spirit  which  was  later  to 
pervade  the  classes. 

The  committee  hoped  to  enroll  in  this  way  about  twenty-five 
or  thirty  men  and  women  in  each  of  the  twenty-five  classes  pro- 
vided for.  Instead,  the  initial  registration  was  well  over  1,000, 
738  of  whom  presented  themselves  for  instruction.  The  210  who 
registered  but  never  came  to  school  belonged  to  one  of  two  classes 
—  men  who  were  registered  through  employers  and  evidently 
thought  it  tactful  to  go  to  school  whether  they  intended 
to  or  not,  and  mothers  whose  natural  courtesy  prevented  their 
refusing  the  friendly  caller  who  seemed  so  eager  to  have  them 
sign  the  registration  card.  In  addition  to  these  there  were  a 
number  of  curiosity  seekers  who  attended  once  or  twice  and  were 
never  regularly  enrolled.     (See  page  54.) 

To  measure  the  significance  of  this  registration,  in  the  absence 
of  definite  information  as  to  the  number  of  non-English-speaking 
adults  in  the  city,  is  veiy  difficult.  It  is  probably  stating  the 
case  conservatively  to  say  that  one  in  twelve  of  the  foreign-born, 
non-English-speaking  people  of  Wilmington  indicated  their 
serious  intention  of  learning  the  language  of  America  as  soon 
as  the  opportunity  presented  itself. 


Delaware  3541 

Meeting  Places 

One  of  the  most  interesting  features  of  the  work  has  heen  the 
use  of  a  number  of  other  places  than  schools  for  classes.  This 
plan  was  followed  partly  because  of  the  lack  of  lighting  and  other 
equipment  in  many  of  the  public  schools  and  partly  because  the 
foreign  groups  themselves  offered  or  suggested  the  use  of  other 
meeting  places.  Of  the  sixteen  centers  in  which  classes  were 
held,  only  eight  were  public  schools.  Russian,  Ukrainian  and 
Polish  societies  turned  over  the  use  of  their  respective  halls  to 
the  committee,  including  light,  heat  and  janitor  service,  and  with 
no  limitations  whatever  upon  the  committee.  The  Ukrainian 
Society  was  particularly  helpful  in  this  way,  going  to  consider- 
able expense  in  furnishing  school  rooms. 

In  each  of  these  racial  halls,  and  in  Italian  Neighborhood 
House,  which  generously  housed  three  classes,  the  natural  pride 
of  the  racial  group  was  utilized  in  gaining  and  holding  attend- 
ance, although  outsiders  were  permitted  to  join  such  classes  and 
did  so  with  entirelv  harmonious  results. 

In  this  connection  it  should  be  remarked  that  although  we  were 
quite  prepared  to  find  more  satisfactory  results  in  centers  where 
the  group  was  homogeneous,  this  has  not  proved  to  be  the  case. 
The  two  centers  showing  the  most  reg-ular  attendance  both  hap- 
pened to  be  schools  housing  very  mixed  nationalities,  and  the 
classes  showing  the  most,  and  the  least,  esprit  de  corps  happened 
to  be  of  homogeneous  composition.  (For  racial  composition  of 
classes,  see  Appendix  V.)  Apparently,  the  quality  of  the  teach- 
ing and  the  personality  of  the  teacher  were  the  determining 
factors. 

Old  Swedes'  Parish  House,  generously  placed  at  the  disposal 
of  the  committee,  was  selected  as  a  meeting  place  at  the  sugges- 
tion of  the  priest  of  the  neighboring  Polish  church  of  St.  Stanis- 
laus. Here  Greek  Catholics,  Roman  Catholics  and  Jews  all  met 
happily  under  a  roof  furnished  rent  free  by  a  Protestant  church. 
The  co-operation  of  the  Polish  church  was  particularly  cordial 
throughout  the  year,  and  during  Lent  the  committee  reciprocated 
by  arranging  to  have  classes  at  this  center  meet  at  six  o'clock 
instead  of  seven,  in  order  that  pupils  who  wished  to  do  so  might 
attend  church  services. 

Another  particularly  interesting  meeting  place  loaned  the  com- 
mittee was  a  branch  office  of  the  Federal  Employment  Biireau, 


8542  CiTizExsHip  Teaixixg  in  Othee  States 

located  in  a  small  store  at  Front  and  King  streets,  the  only  avail- 
able center  in  a  district  where  Spaniards  congregate.  When  the 
curtailment  of  their  budget  made  it  necessary  for  the  Federal 
authorities  to  give  up  this  office,  the  rental  was  taken  over  by 
the  Americanization  Committee.  The  place  was  scoured  from 
top  to  bottom  by  the  members  of  the  class  themselves,  and  its  walls 
gaily  kalsomined  in  yellow.  The  teacher  and  supervisor  helped 
to  provide  curtains,  a  few  pictures  were  put  up,  and  thus  was 
co-operatively  created  ''American  House,"  christened  proudly 
by  the  men  themselves.  From  time  to  time  various  small 
improvem.ents  have  been  contributed  by  members  of  the  class  who 
have  some  skill  as  carpenters  and  electricians. 

For  a  time  "Wilmimrton  Communitv  Service  met  the  rental  of 
a  piano  and  held  weekly  gatherings  of  Spaniards  at  "American 
House,"  but  after  a  few  weeks  these  activities  were  taken  over  by 
the  Americanization  Committee,,  and  the  men  still  meet  regularly 
on  Friday  and  Saturday  evening's. 

"American  House "  is  not  a  big  place  and  has  represented  a 
very  small  exepnditure  on  the  part  of  the  committee,  but  it  has 
come  to  loom  ver)^  large  in  the  lives  of  the  men  who  have  found 
there  not  only  their  first  glimpse  of  an  American  home  center, 
but  also  their  first  chance  to  create  something  that  they  find 
lovely  in  a  strange  land. 

f.    THE  "XIGHT   SCHOOL   EXPERIMENT 
ORGAXIZATIOX 

Registration  took  place  every  evening  during  the  week  of  the 
campaign  in  public  schols  conveniently  located  in  foreign  dis- 
tricts, in  co-operating  neighborhood  centers,  and  in  nine  of  the 
industrial  plants.  Graduates  of  the  Americanization  Institute 
were  assigned  to  serve  as  paid  registrars  in  the  public  school 
centers.  Registration  in  other  centers  was  done  by  volunteers. 
The  most  convenient  school  for  the  pupil  to  attend  was  indicated 
on  the  registration  card,  as  well  as  his  knowledge  of  English  and 
literacy  in  native  language.  (See  Appendix  VI.)  These  cards 
were  sent  to  the  supervisor's  office  for  classification  and  assign- 
ment of  registrants. 

Gradixo 

Proper  grading  was  considered  a  primary  requisite  for  success- 
ful work  and  every  effort  was  made  to  secure  it. 


Delaware  3543 

Knowledge  of  English  and  literacy  in  native  language  formed 
the  basis  of  grading.  Registrants  were  classified  according  to 
the  information  given  under  these  items  on  their  registration 
cards  as 

Beginners : 

(1)  Those  who  spoke  little  or  no  English  and  were  literate 

in  native  langTiage. 

(2)  Those  who  spoke  little  or  no  English  and  were  illiterate 

in  native  language.  (The  registration  of  illiterates 
was  so  small  that  the  separate  classes  could  not  be 
formed  for  them,  and  they  were  grouped  with  other 
beginners. ) 

Intermediate: 

(1)  Those  who  were  able  to  make  themselves  understood  in 
English  and  could  read  and  write  a  little. 

Advanced : 

(1)  Those  who  had  mastered  the  rudiments  of  the  language 
and  wanted  more  advanced  instruction  and  special 
preparation  for  citizenship. 

Petitioners : 

(1)   Pupils  preparing  for  examination  for  naturalization. 

Registrants  were  then  separated  into  classes  and  assigned  to 
the  centers  indicated  bv  their  cards  as  most  convenient  to  attend. 

In  all  but  two  of  the  centers  the  registration  was  large  enough 
to  warrant  the  employment  of  a  teacher  for  each  grade  or  group. 
Schools  where  this  was  not  possible  used  the  group  method  of 
instruction  and  the  time  of  the  teacher  was  equally  divided 
between  the  two  groups.  Care  was  taken  to  assign  only  such 
work  to  the  pupils  not  receiving  direct  instruction  from  the 
teacher  as  would  be  of  value  to  them. 

DiSTRIBUTlOIT  OF   ClASSES 

When  the  schools  opened  on  February  17th  the  organization 
consisted  of  twenty-two  classes  in  thirteen  centers.  Before  the 
end  of  the  term  this  had  been  increased  to  thirty-four  classes  in 
sixteen  centers.  (For  complete  description  see  Appendix  V.) 
Of  these  thirty-four  classes  fifteen  were  for  beginners,  eleven  for 


3544  Citizenship  Traiin-ing  in  Other  States 

intermediate  pupils,  five  were  citizenship  and  advanced  classes, 
one  was  for  petitioners  and  two  were  double-grade  classes  includ- 
ing both  beginners  and  intermediate  pupils. 

Day  Classes 

Four  day  classes  were  organized,  three  of  which  were  after- 
noon classes  for  mothers  and  one  a  morning  class  for  night 
workers. 

One  of  the  afternoon  class  was  composed  entirely  of  Italian 
women  and  met  in  the  Italian  Neighborhood  House  on  two  after- 
noons a  week.  Poor  attendance  made  it  necessary  to  discontinue 
this  class  at  the  end  of  four  weeks. 

The  second  afternoon  class  was  composed  entirely  of  Jewish 
mothers  and  was  taught  by  a  teacher  of  their  own  race.  It  met 
on  two  afternoons  a  week  in  the  People's  Settlement,  commencing 
its  sessions  immediately  after  Easter  and  continuing  two  weeks 
beyond  the  end  of  the  regular  school  term. 

At  the  request  of  an  Associated  Charities  worker,  an  after- 
noon class  of  Russian  mothers  who  were  unable  to  bring  their 
small  children  into  the  schoolroom  was  organized  in  the  home 
of  one  of  the  members.  It  was  a  small  but  enthusiastic  group 
but  had  to  be  discontinued  before  the  end  of  the  term  because  of 
sickness  in  the  household  where  the  meetings  were  held. 

The  morning  class  for  night  workers  was  organized  at  the 
special  request  of  men  who  felt  they  were  being  deprived  of  the 
advantages  enjoyed  by  their  friends  who  were  able  to  attend  night 
classes.  This  class  met  in  American  House  on  four  mornings 
a  week  for  two-hour  sessions.  The  class  continued  until  three 
weeks  before  the  end  of  the  term,  when,  much  to  the  amazement 
of  the  teacher,  it  completely  disappeared  over  night  because  night 
shifts  in  the  ship  yards  were  abolished  and  the  need  for  it  no 
longer  existed. 

Selection  and  Assignment  of  Teachers 

The  teachers  selected  for  the  classes  were  those  whose  work 
at  the  institute  and  recommendation  by  the  city  superintendent 
as  to  general  fitness  made  them  appear  best  qualified  for  the 
work. 

Several  were  principals  and  teachers  of  day  schools  in  foreign 
districts  of  the  -^ity  who  had  undertaken  the  work  so  that  they 


Delaware  3545 

might  know  and  better  understand  the  fathers  and  mothers  of 
the  little  people  whom  they  were  teaching.  To  make  this  possible 
and  secure  the  most  satisfactory  co-operation  between  the  day 
and  night  school,  teachers  were  appointed  whenever  possible  to 
the  same  school  at  nights  as  they  taught  in  during  the  day. 

In  one  school  in  South  Wilmington  the  principal  of  the  day 
school  taught  in  the  same  building  at  night.  All  but  two  of  the 
pupils  were  the  fathers  of  one  or  more  children  in  the  school. 
One  man  described  the  spirit  of  co-operation  when  he  said,  '"  I 

know  Miss .     She  fine  teacher.     My  ten  children  I  bring 

to  this  school  and  they  learn  much  English.     Xow  old  man  has 

chance  and  he  comes  to  school  too.     Miss  will  teach  me 

good  like  she  does  my  children." 

Administkatiox 

With  an  organization  of  only  thirty-four  classes  the  supervisor 
was  able  to  assume  responsibility  for  administration  as  well  as 
for  supervision.  Direct  relation  was  thus  established  between 
the  class  teacher  and  supervisor  and  resulted  in  a  knowledge  and 
understanding  of  individual  teachers  and  pupils  that  was  of 
inestimable  value.  Grade  plans,  text-books,  teaching  methods 
and  standards  of  supervision  were  thus  made  uniform  throughout 
the  city  and  the  problem  of  adjustment  greatly  simplified  for  the 
foreigner  who  found  it  necessaiy  to  move  from  one  neighborhood 
to  the  other. 

g.    CLASSKOOil    IKSTRUCTIOX 

A  course  of  study  (see  Appendix  VII)  to  be  followed  in  the 
class  was  arranged  by  the  supervisor  under  the  pressure  of 
immediate  need.  It  was  far  from  ideal,  but  when  supplemented 
by  the  outlines  and  suggestive  material  prepared  for  grade  confer- 
ences it  proved  to  be  a  helpful  guide  to  teachers  and  a  satisfactory 
basis  of  standardization  for  grade  work  by  whicli  results  could 
be  measured. 

The  plan  of  work  suggested  was  one  intended  to  give  the 
foreigner  as  rapidly  as  possible  such  knowledge  of  the  language, 
customs  and  institutions  of  America  as  would  enable  him  to  adapt 
himself  to  his  new  environment  and  prepare  for  the  responsibil- 
ities of  citizenship  if  he  cared  to  assume  them.  In  the  selection 
and  arrangement  of  all  material,  the  immediate  rather  than 
remote  needs  and  interests  of  the  foreigner  were  considereV 


3546  Citizenship  Training  in  Othee  States 

Tlie  varied  occupational  interests  of  the  pupils  who  came 
together  in  any  one  class  made  it  impossible  to  provide  instruc- 
tion in  specialized  industrial  vocabulary.  A  plan  was  therefore 
adopted  by  which  one  lesson  in  six  was  used  for  a  theme  giving 
the  shop  terms  and  specialized  industrial  vocabulary  of  one  of  the 
industries  represented  in  the  group.  In  this  way  an  interchange 
of  industrial  experience  and  vocabulary  was  secured  that  appeared 
to  be  of  interest  and  value  to  the  pupils.  Teachers  reported  that 
shop  lessons  were  always  popular. 

Shop  rules  and  regulations,  signs,  and  any  other  material  of 
use  to  non-English-speaking  employees  were  obtained  from  the 
industries  whenever  possible  and  used  in  the  classroom  as  a  basis 
of  instruction. 

The  splendid  co-operation  of  the  postmaster,  librarian,  bankers 
and  merchants  made  it  possible  to  secure  foreign  and  domestic 
money  order  blanks,  applications  for  library  membership,  checks, 
deposit  and  withdrawal  slips,  bill  forms  and  sales  slips  for  every 
pupil  enrolled  in  the  schools.  Instruction  in  the  filling  out  of 
these  forms  was  given  in  the  classes  and  greatly  appreciated  by 
the  foreigner  who  is  so  often  bewildered  and  perplexed  by  their 
formidable  appearance. 

An  illiterate  Jewish  woman,  who  in  the  course  of  the  term 
had  learned  laboriously  to  write  her  name  and  address,  said  to  the 
teacher  with  great  pride:  "Every  week  now  I  go  to  bank  and 
make  slip  and  deposit  money  —  before  I  keep  money  in  my  house 
because  I  shamed  to  go  bank.  I  could  no  write  my  name. 
Every  day  I  thank  God  for  this  school." 

Text-Books 
The  best  available  text-books  for  class  instruction  in  beginners' 
and  intermediate  classes  was  thought  to  be  Dr.  IT.  H.  Gold- 
berger's  ''English  for  Coming  Citizens."  The  subject-matter  is 
useful,  interesting,  well  suited  to  the  needs  of  the  foreigner  and 
admirably  adapted  to  the  course  of  study  and  method  of  teaching 
outlined  for  these  grades.  The  illustrations  are  excellent  and 
the  instruction  to  the  teachers  of  great  value.  In  mothers'  classes, 
Ruth  Austin's  "  Lessons  for  Foreign  Women  "  was  used  in  con- 
junction with  the  Goldberger  text  for  the  vocabulary  especially 
needed  by  the  foreign  mother  in  her  contact  with  her  American 
neighbors  and  friends.     For  supplementary  reading,  homo  study, 


Delaware  3547 

civics  and  a  book  of  general  information  in  the  same  grades, 
Chancellor's  "  Standard  Short  Course  for  Evening  Schools  "  was 
used. 

Sarah  O'Brien's  "Second  Book  for  Non-English-Speaking 
People"  was  considered  the  text-book  best  adapted  to  the  course 
of  study  prepared  for  advanced  grades  and  was  used  in  these 
classes.  It  was  supplemented  by  newspapers,  magazines,  pamph- 
lets, and  historical  and  geographical  readers. 

Special  citizenship  classes  in  which  the  reading  of  the 
Declaration  of  Independence  and  Constitution  of  the  United 
States  was  a  required  part  of  the  course,  were  provided  with 
beautifully  bound  booklets  containing  these  two  documents. 
These  books  were  specially  prepared  for  the  students  of  these 
classes  and  presented  by  the  Service  Citizens  to  all  who  took  out 
"first  papers." 

Teaching  Methods 

The  "  Direct  Method  "  was  adopted  for  use  in  the  classes,  and 
English  made  the  medium  of  instruction  and  the  language  of  the 
classroom.  Foreign  leaders,  familiar  with  none  but  translation 
methods,  looked  with  grave  misgiving  upon  this  part  of  the  pro- 
gram and  predicted  that  the  people  wouldn't  understand  and 
wouldn't  come.  But,  contrary  to  their  predictions,  the  people 
did  understand  and  did  come.  One  of  the  most  pessimistic  of 
these  leaders,  after  visiting  a  class  of  Polish  beginners  who  in 
eleven  lessons  had  acquired  a  vocabulary  of  120  words  and  whose 
attendance  on  the  night  of  the  visit  was  95  per  cent,  of  the  total 
enrollment,  was  forced  to  admit  that  "maybe  the  method  wasn't 
so  bad  after  all ;  just  a  little  slow,  perhaps." 

The  particular  form  of  the  direct  method  employed  was  one 
which  aimed  to  satisfy  the  foreigner's  demands  for  a  varied  pro- 
gram and  at  the  same  time  present  only  such  vocabulary  as  he 
could  master  in  one  evening.  This  was  done  in  beginners'  classes 
by  adopting  the  Gouin  or  "  theme  "  method  of  development  to  the 
material  of  the  Groldberger  text  and  in  intermediate  and  advanced 
classes  by  grouping  all  the  lessons  of  the  evening  around  one 
topic. 

It  was  found  that  with  this  particular  group  of  classes,  the 
repetition  of  vocabulary  and  continuity  of  thought  secured  by  the 
logical  arrangement  of  lessons  in  series  was  especially  helpful. 
This  method  of  grouping  was  therefore  adopted  instead  of  the 


3548  CiTizEiS'SHip  Trailing  in  Other   States 

"  psychological "  arrangement  followed  in  the  text-book  and  the 
lessons  were  arranged  as  follows: 

School  Eoom  Series  (Lessons  I,  II,  III.  IV,  XI,  XVI). 

Domestic  Series  (Lessons  V,  VI,  VII,  XIII,  XVII). 

Occupational  Series  (Lessons  XII,  XX,  XXI,  XXII, 
XXIII). 

Common  Experiences  (Lessons  IX,  XII,  XXIV,  XXVII, 
XXXIX). 

Topic  Development    (Lessons  XV,  XXV,   XXXI,   XXXV). 

These  lessons  were  sometimes  found  to  be  too  long  for  the  real 
beginners  in  the  Wilmington  classes  to  master  thoroughly  in  one 
lesson.  "When  this  was  the  case  they  were  divided  into  two  parts 
and  presented  in  two  lessons.      (See  Appendix  VIL) 

Oral  development. —  Since  all  language  is  learned  primarily 
through  the  ear,  these  lessons  were  first  developed  orally  by  means 
of  dramatization  and  objects.  The  teacher  performed  the  act  of 
showing  the  object  and  described  it  while  she  did  so,  being  care- 
ful to  speak  slowly  with  clear  and  correct  enunciation  and  articu- 
lation. The  pupils  were  then  called  upon  to  perform  the  act 
and  repeat  the  sentence  describing  it. 

Concert  repetition  of  each  statement  was  frequently  employed 
to  encourage  diffident  pupils  to  take  part  in  the  recitation  and 
maintain  the  interest  and  attention  of  the  group. 

^Yr^t^en  exercise. — After  the  entire  lesson  had  been  developed 
in  this  way  each  act  was  again  performed  and  described  by  the 
teacher  or  pupil  and  the  sentence  used  to  describe  it  written  on 
the  blackboard,  and  read  by  the  class  in  concert  and  by  individual 
pupils. 

In  this  way  the  eye  was  brought  to  aid  the  ear  and  an  oppor- 
tunity for  repetition  and  recall  provided.  The  lesson  was  then 
copied  by  the  pupils  into  their  note  books  as  the  writing  lesson 
of  the  evening  and  the  motor  sense  thus  employed  as  an  aid  to 
the  memory  process. 

Reading. —  Reading  the  lesson  from  the  text-book  followed  the 
writing  lesson  and  was  always  a  source  of  great  joy  to  the 
foreigner  because  he  knew  what  it  was  all  about  and  was  not 
obliged  to  wrestle  with  a  strange  and  bewildering  vocabulary  of 
unfamiliar  and  difficult  words. 

The  conversation  exercises  following  each  lesson  were  conducted 
first  by  the  teacher  and  a  more  advanced  pupil  and  later  by  the 
more  advanced  pupils  and  provided  further  drill  on  sentence 
structure  and  vocabulary. 


Delaware  3549 

Spelling. —  Repetition  of  vocabulary  was  made  possible  in  the 
spelling  lesson  by  choosing  words  from  the  theme  of  the  evening, 
care  being  taken  to  select  only  such  words  as  would  be  used  in 
the  ordinary  writing  experience  of  the  foreigner.  English  spell- 
ing with  its  disregard  of  rules  and  innumerable  silent  letters 
presents  many  difficulties  to  the  foreigner  and  it  was  therefore 
taken  up  very  slowly  and  thoroughly,  beginners'  classes  taking 
from  three  to  five  words  in  a  lesson,  intermediate  classes  from  five 
to  ten  and  advanced  classes  from  ten  to  fifteen. 

Conversation. —  The  use  of  direct  expressions  of  greeting, 
inquiry,  etc..  required  by  the  foreigner  in  his  daily  intercourse 
with  English-speaking  people  was  taught  by  dramatization  of  the 
scenes  in  which  such  expressions  were  needed,  i.  e.,  "Introducing 
a  friend,"  "Asking  the  way  to  the  railroad  station."  The 
dramatization  was  first  performed  by  the  teacher  and  an  advanced 
pupil  and  then  repeated  by  as  many  pupils  as  possible  until  it 
had  been  mastered.  To  satisfy  the  demand  of  the  foreigner  for 
these  expressions  the  plan  was  adopted  of  teaching  one  each  night. 

Special  methods  for  mothers  classes. —  The  pupils  enrolled  in 
mothers'  classes  were  all  beginners  and  the  method  of  teaching 
adopted  was  the  one  that  has  just  been  described.  The  text- 
book, however,  was  especially  arranged  for  foreign  women  and 
the  vocabulary  taught  was  one  planned  to  meet  the  needs  of  the 
foreign  mother  in  her  domestic  and  social  relations.  Xurses  from 
the  neighborhood  milk  stations  visited  the  classes  and  gave  prac- 
tical lessons  on  the  care  of  babies,  etc.  Through  the  teachers, 
both  of  whom  were  teachers  in  schools  which  the  children  of  these 
mothers  attended,  the  mothers  were  brought  into  close  contact 
with  the  school  and  came  to  know  the  principal  and  teacher  of 
their  children. 

SuPEBVISlOIf 

The  organization  was  so  small  that  it  was  possible  for  the 
supervisor  to  visit  the  classes  frequently  for  observation  and 
criticism  of  the  work  and  keep  in  very  close  touch  with  the  work 
of  every  teacher.  In  this  way  the  less  skillful  teachers  were  dis- 
covered early  in  the  term  and  special  attention  and  assistance 
given  them.  The  supervisor's  visits  were  followed  by  con- 
ferences with  the  teacher  observed,  in  which  the  results  of  the 
observation  were  taken  up  and  suggestions  for  improving  the 
work  offered. 

The  teachers,  conscious  of  their  inexperience  and  eager  to  do 
everything  in  their  power  to   improve  the  work,  welcomed  this 


8550  Citizenship  Tkaining  in  Other  States 

criticism  and  suggestion.  The  model  lessons  conducted  by  the 
supervisor  in  several  of  the  classes  were  always  given  at  the 
request  of  teachers  seeking  help. 

On  three  afternoons  a  week  the  supervisor  kept  office  hours 
from  3  :30  to  5 :30  o'clock.  At  this  time  teachers  came  to  talk 
over  their  particular  problems  and  to  receive  special  help  and 
insti-uction.  The  teachers  availed  themselves  of  this  opportunity 
frequently  and  the  results  indicated  that  it  filled  a  need  in  their 
work. 

Teachers'  Meetings 

To  supplement  the  training  given  in  the  institute  and  give  the 
necessary  guidance  and  direction  to  the  work,  the  teachers  met 
the  supervisor  in  conference  twice  a  month.  One  of  these  meet- 
ings was  for  the  discussion  of  problems  of  general  interest,  attend- 
ance, recreation,  record  keeping,  home  visiting,  etc. —  and  was 
attended  by  all  teachers.  The  other  was  a  round-table  conference 
on  grade  work.  The  course  of  study,  methods  of  teaching,  text- 
books, teaching  devices  and  materials  were  taken  up  by  the  super- 
visor at  these  grade  meetings  and  a  topical  outline  of  the  points 
covered  was  given  to  each  teacher.  The  teachers  took  an  active 
part  in  the  discussion  at  these  conferences  and  contributed  a  great 
deal  that  was  helpful. 

Observation  by  Teachers 

Since  observation  had  proved  to  be  a  valuable  source  of  inspira- 
tion to  the  teacher  in  the  day  school,  it  seemed  as  if  a  similar 
benefit  might  be  derived  from  it  by  the  night  school  teacher. 
Provision  was,  therefore,  made  by  which,  on  application  to  or 
at  the  direction  of  the  supervisor,  a  teacher  might  spend  one  night 
a  term  visiting  and  observing  in  other  schools. 

Only  trained  substitutes  were  assigned  to  the  classes  of  teachers 
who  did  this  visiting  and  in  no  case  was  the  attendance  affected 
by  the  teacher's  absence  on  that  particular  night.  Requests  for 
permission  to  observe  were  received  from  all  teachers,  but  because 
it  was  late  in  the  term  before  satisfactory  visiting  schedules  could 
be  arranged  only  a  few  of  them  could  be  granted.  The  teachers 
observed  were  those  who  had  been  most  successful  in  their  work 
and  could  therefore  give  something  that  was  of  real  benefit  to 
the  visitors. 

The  results  of  the  experiment  were  highly  satisfactory  and 
would  seem  to  indicate  that  it  ought  to  be  more  generally  adopted 
in  evening  school  systems. 


Delaware  3551 

Plan  Sheets 

The  dally  plan  of  work  required  of  all  teachers  was  kept  on 
printed  forms  provided  for  that  purpose.  (See  Appendix  VIII.) 
Bj  the  use  of  these  sheets  the  clerical  work  of  the  teacher  was 
greatly  reduced  and  an  approximate  uniformity  of  program  main- 
tained throughout  the  system.  They  could  be  readily  inspected 
by  the  supervisor  upon  her  visits  to  the  classroom  and  enabled 
her  to  know  very  definitely  what  work  had  been  covered.  These 
plan  sheets  proved  to  be  so  valuable  that  it  has  been  decided  to 
continue  using  them. 

Tests 

At  the  end  of  the  term  tests  for  each  of  the  three  grades  were 
prepared  by  the  supervisor.  (See  Appendix  IX.)  These  tests 
were  based  upon  the  course  of  study  arranged  for  the  grade  and 
were  given  with  four  very  definite  objects  in  view: 

(1)  To  measure  the  efficacy  of  teaching  methods  by  results 
obtained. 

(2)  To  establish  an  approximate  standard  of  gradation. 

(3)  To  furnish  the  student  with  a  measure  of  his  progress. 

(4)  To  emphasize  to  the  teacher  the  importance  of  measuring 
results  in  nijjht  school  instruction. 

The  tests  were  arranged  and  conducted  to  test  the  ability  of  the 
individual  pupil: 

(1)  To  speak  English.  (Shown  by  the  reproduction  of  themes, 
narration  of  experiences,  description  of  objects,  etc.) 

(2)  To  understand  English.  (Shown  by  following  directions, 
answering  questions.) 

(3)  To  read  and  understand  the  printed  word.  (Shown  by 
reading  a  selection  and  interpreting  its  meaning.) 

(4)  To  write  English.  (Shown  by  spelling  and  dictation 
exercises  and  composition  of  letter  forms.) 

(5)  To  understand  American  ideals  and  institutions. 
(Shown  by  answering  questions  concerning  them.) 

The  plan  of  conducting  the  tests  was  as  follows: 

(1)  A  separate  set  of  papers  containing  tests  was  provided 
for  each  pupil  tested. 

(2)  Tests  for  written  English  were  conducted  as  class 
exercises. 


3552  Citizenship  Traijsting  in  Other  States 

(3)  Tests  for  all  other  points  were  conducted  as  individual 
oral  exercises  apart  from  the  group  so  that  the  recitations  of  one 
pupil  did  not  give  assistance  to  others  in  the  class. 

Testing  in  all  beginners'  classes  was  done  by  the  supervisor 
in  person,  and  in  intermediate  and  advanced  classes  by  the  class 
teachers. 

As  a  result  of  these  tests  a  standard  of  grading  based  upon 
definite  individual  achievement  was  secured  which  will  be  invalu- 
able in  the  organization  of  classes  and  grading  of  pupils  another 
term.  Strength  and  weakness  of  teaching  methods  for  producing 
results  were  detected. 

Certificate  of  Grading 

Certificates  of  grading  (see  Appendix  X),  containing  the 
attendance  record  and  a  detailed  statement  of  the  pupil's  knowl- 
edge of  English  and  the  institutions  and  ideals  of  America  as 
indicated  by  the  tests  and  class  work,  were  given  to  every  pupil 
at  the  end  of  the  term. 

The  chief  purpose  of  this  grading  certificate  was  to  secure 
correct  and  satisfactory  grading  for  next  year  and  so  avoid  the 
unsatisfactory  condition  that  exists  when  the  information  required 
for  grading  is  obtained  in  a  casual  and  haphazard  fashion. 

Certificates  of  grading  are  to  be  presented  by  the  pupils  when 
they  register  for  the  summer  session  or  fall  term  and  they  are 
to  be  assigned  by  the  registrar  to  the  grade  for  which  the  certifi- 
cate shows  them  to  be  qualified.  Pupils  who  left  the  city  reported 
that  they  had  presented  these  certificates  when  applying  for 
admission  to  English  classes  in  other  cities  and  were  now  going 
to  school  in  the  same  grade  in  classes  elsewhere.  This  certificate 
also  served  as  evidence  to  the  employer  of  the  bearer's  effort  to 
understand  the  language  and  institutions  of  America  and  was 
often  found  helpful  when  applying  for  a  position. 

h.     Preparation  for  Citizenship 

The  purpose  of  instruction  in  preparation  for  citizenship  in 
the  Americanization  classes  of  Delaware  was  well  ex])ress(>d  by 
a  pupil  when  he  said,  "Some  day,  maybe,  T  will  become  an 
American  citizen  and  when  I  do  it  will  be  becausf!  I  like  America 
from  my  heart."  To  so  lead  and  guide  the  foreigner  that  he 
wanted  to  become  an  American  citizen  because  he  "  likod  America 
from  his  heart,"  because  he  came  to  know  and  understand  and 


Delaware  3553 

believe  in  the  institutions,  ideals  and  people  of  America,  seemed 
to  be  the  only  kind  of  Americanization  that  was  truly  "Amer- 
ican" and  was  what  the  schools  sought  to  accompl-'sh. 

The  evening  school  was  considered  a  most  important  factor  in 
this  development  of  love  and  respect  for  the  country,  because  in 
it  the  foreigner  made  his  first  point  of  contact  with  American 
institutions  and  upon  its  realization  of  the  justice,  truth,  fair 
treatment,  honest  work,  loyalty,  respect  and  good  example  for 
which  America  stood  would  depend,  in  no  small  measure,  his 
faith  in  the  promises  of  the  countiy  and  its  institutions.  An 
Americanization  School  that  failed  in  its  obligation  to  justify 
this  faith  in  American  ideals,  would,  it  was  believed,  find  it 
difficult  by  any  amount  of  instruction  in  governmental  institutions 
to  justify  its  existence.  Americanization  accomplished  by  prac- 
ticing rather  than  preaching,  by  example  than  precept,  was  the 
slogan  of  preparation  for  citizenship  in  Delaware. 

Organization  of  Classes  fob  Citizenship  Instruction 
Instruction  that  would  prepare  for  citizenship  and  an  apprecia- 
tion of  the  ideals  and  institutions  of  America  was  given  in  all 
grades.  Declarants  were  grouped  separately  in  only  one  class 
in  this  city.  This  class  met  in  the  Y.  M.  C.  A.  building,  located 
in  the  center  of  the  city,  and  was  known  as  the  citizenship  class. 
The  students  were  all  declarants  who  had  a  fair  knowledge  of 
English  and  wanted  instniction  in  advanced  English  and  Amer- 
ican history  and  government.  About  100  other  declarants  were 
distributed  among  the  other  classes  in  the  city.  Many  could 
speak  little  or  no  English  and  their  first  duty  was  to  acquire  a 
speaking  knowledge  of  the  language. 

Petitioners'  Class 

Permission  was  obtained  from  Washington  to  hold  a  class  for 
]jetitioners  in  the  Federal  court  building.  This  was  the  place 
where  the  men  were  to  be  examined  and  naturalized  and  it  seemed 
most  fortunate  and  fitting  that  they  should  be  permitted  to  receive 
their  instruction  in  the  same  building. 

The  teacher  of  this  class  was  permitted  by  the  deputy  clerk 
of  the  court  to  visit  his  office  once  every  two  weeks  and  get  from 
a  list  on  file  in  that  office  the  names  and  addi'csses  of  all  peti- 
tioners for  naturalization. 

A  form  letter  announcing  the  purpose,  place  and  time  of  meet- 
ing of  the  cl:is>.  together  with  an  invitation  to  attend  if  ther 
112 


3554  Citizenship  Training  in  Other  States 

so  desired  was  sent  to  each  of  the  meu  listed  as  petitioners. 
During  the  term  ending  June  16,  1919,  twenty  petitioners  were 
enrolled  in  this  class  and  satisfactorily  passed  their  examination 
for  naturalization.  Twenty-eight  new  pupils  have  enrolled  and 
are  attending  the  summer  session  to  prepare  for  naturalization  on 
September  8,  1919. 

The  purpose  of  this  class  was  to  give  a  three  months'  course  of 
intensive  training  for  American  citizenship.  The  plan  of  work 
followed  provided  for  the  reading  and  study  of  the  Declaratiou 
of  Independence  and  the  Constitution  of  the  United  States, 
instruction  of  the  advantages  and  responsibilities  of  American 
citizenship,  a  study  of  city  and  state,  as  well  as  national  institu- 
tions, and  a  knowledge  of  American  ideals  gained  through  a  brief 
study  of  American  history. 

Course  of  Study 
The  course  of  study  in  civics  was  similar  to  that  followed  in 
New  York  State.  It  was  intended  to  give  the  foreigner  an 
intelligent  notion  of  the  workings  of  government  and  to  inspire 
him  with  a  loyal  devotion  to  the  country  of  his  adoption.  The 
machinei-y  and  function  of  government  of  city,  state  and  nation 
were  taken  up  very  simply  and  related  as  closely  as  possible  to 
the  life  and  interests  of  the  foreigner  and  his  community.  A 
sense  of  individual  responsibility  for  common  welfare  in  a 
democracy  was  developed  by  acquainting  the  foreigner  with  the 
needs  of  his  community  and  leading  him  to  see  what  he  and  his 
family  could  do  to  serve  them.  Appreciation  of  American  ideals 
was  developed  by  a  study  of  our  national  heroes  and  history  and 
the  fundamental  law  of  the  nation  as  contained  in  the  Constitu- 
tion and  the  Declaration  of  Independence, 

Teaching  Methods 

The  teaching  methods  employed  were  those  that  would  present 
the  subject-matter  simply  and  concretely  and  utilize  the  initiative 
and  civic  interest  of  the  foreigner  in  his  personal  welfare  and 
that  of  the  community.  Pictures,  dramatization,  story  telling, 
trips  for  observation  and  the  problems  of  the  foreigner  in  his 
daily  contact  with  the  departments  of  government  were  made 
valuable  aids  in  the  teaching  process. 

To  acquaint  the  pupils  with  the  beauties  and  wonders  of 
America,  which  Secretary  Lane  believes  may  be  a  powerful  force 


Delaware  3555 

in  stimulating  admiration  and  love  for  our  great  countiy,  a 
Ir.ntern  was  taken  into  the  classroom  and  slides  and  post  cards 
of  the  many  natural  beauties  of  America  were  shown  to  the  pupils. 
A  short  talk  in  very  simple  English  about  the  pictures  was  given 
by  the  supervisor  or  teacher. 

One  source  of  great  pleasure  in  connection  with  these  illus- 
trated talks  was  the  reading  by  the  class  with  the  teacher  of  one 
or  two  simple  sentences  about  the  picture.  The  sentence, 
"America  has  manv  beautiful  rivers,"  was  written  in  round,  bold 
letters  and  projected  on  the  screen  and  read  by  the  pupils  in 
concert.  Several  pictures  of  America's  beautiful  rivers  were 
then  shown.  Mountains,  waterfalls,  cities  and  other  places  of 
interest  were  described  in  the  same  way.  Pupils  were  invited  to 
talk  about  the  pictures  and  ask  questions  concerning  them.  Inter- 
esting comparisons  were  frequently  made  between  the  beautiful 
scenery  of  America  and  that  of  the  home  country. 

i.  Attendance 

The  time  is  coming  when  night  school  losses  will  be  as  closely 
studied  by  Americanization  workers  as  is  the  infant  mortality 
rate  by  the  health  authorities  of  the  country.  We  cannot  afford 
to  dismiss  the  subject  by  declaiming  that  "  the  teaching  of  English 
is  not  all  of  Americanization."  For  the  failure  to  teach  it  to  the 
man  who  comes  to  school  with  the  hope  of  learning  it  too  often 
means  that  the  rest  of  Americanization  never  gets  a  chance  at 
him.  because  he  has  lost  his  faith  in  the  helpfulness  of  American 
institutions. 

In  Cleveland,  Ohio,  in  1915-16,  only  a  few  more  than  1,000 
out  of  7,000  enrolled  were  attending  school  after  six  months. 
Los  Angeles  county,  California,  reports  that  ''  only  322  out  of 
a  total  of  3,448  stayed  for  60  nights."  Truly,  this  is  a  tragic 
spectacle.  Seven  thousand  foreigners  flocking  to  the  night  schools 
of  one  city  with  a  dream  of  finding  there  the  key  to  our  America 
and  6,000  turning  away  in  disappointment,  many  of  them,  for 
good  and  all.  For  we  have  not  only  not  succeeded  in  teaching 
them  the  things  we  wanted  them  to  know,  in  many  cases  we  have 
done  far  worse  than  this,  we  have  convinced  them  forever  that 
they  cannot  learn. 

A  real  attempt,  therefore,  to  study  night  school  losses  —  the 
mortality  record,  as  it  were,  of  the  foreigner's  aspirations  toward 
participation    in    American    life  —  more    than   repays,    not   only 


3'556  Citizenship  Training  in  Othek  States 

the  pedagogue  whose  primarv  concern  it  is.  but  every  American 
who  cares  at  all  about  Americanization. 

The  verv  favorable  circumstances  under  which  the  Delaware 
classes  of  1919  were  started  laid  a  special  obligation  on  us,  we 
felt,  to  hold  as  many  of  the  pupils  as  we  could,  and  also,  so  far 
as  possible,  to  find  out  why  we  lost  those  who  left  in  spite  of  our 
efforts.  We  did  lose  far  more  than  we  had  hoped.  But  an 
analysis  of  these  losses,  so  far  as  we  were  able  to  get  at  their 
causes,  is  not  without  encouragement  and  should  prove  of  value 
in  planning  another  year's  work. 

System  of  Record  Keeping 

A  registration  card,  class  membership  card  and  attendance 
record  were  made  out  for  every  pupil  enrolled.  The  registration 
cars  were  filed  in  the  ofiice  of  the  supervisor  as  a  permanent  record 
of  enrollment.  The  membership  cards  were  mailed  to  registrants, 
telling  them  the  school,  grade  and  teacher  to  which  each  was  to 
report.  Attendance  record  cards  were  kejjt  bv  the  teacher  for 
recording  nightly  attendance  and  sent  to  the  supervisor's  office 
at  the  end  of  each  month  for  inspection  and  the  compilation  of 
a  report  on  attendance  for  employers.  In  this  way  there  was 
kept  on  file  in  the  central  office  a  complete  record  to  date  for 
each  individual  enrolled. 

Teachers  were  required  to  send  in  a  registration  card  for  every 
pupil  who  attended  even  one  session,  though  he  was  not  regulaily 
enrolled  as  a  member  of  the  class  until  he  had  attended  more  than 
three  sessions. 

There  were  210  pupils  who  registered  with  employers  or  can- 
vassers and  never  presented  themselves  for  instruction.  There 
were  252  more  who  attended  less  than  one  week's  sessions  and 
so  were  not  regularly  enrolled. 

This  large  number  of  pupils  who  looked  in  at  classes  but  did 
not  stay  can  be  partly  accounted  for  by  the  novelty  of  night  school 
classes  in  Wilmington  which  attracted  many  who  were  sim])ly 
curiosity  seekers,  and  partly  by  the  extreme  unattractiveness  of 
many  of  the  schoolrooms.  The  main  reason,  however,  for  this 
speedy  departure  of  so  many  pl-ospective  pupils  was  probably 
the  unexpected  infiux  of  large  numbers  of  new  registrants  on  the 
first  night  appointed  for  regular  instruction.  Many  of  the 
teachers  found  more  than  twice  as  many  pupils  awaiting  them 


Delaware  3557 

as  had  been  assigned  to  them  and  the  resulting  confusion  and 
overcrowding  made  it  impossible  for  the  teacher  to  hold  the 
attention  of  her  class  satisfactorily  for  the  first  lesson.  This 
situation  was  relieved  in  a  day  or  so  by  the  appointment  of  addi- 
tional teachers  and  the  reorganization  of  some  of  the  classes,  but 
in  the  meantime  the  first  golden  opportunity  to  clinch  the  for- 
eigner's interest  had  been  lost. 

In  some  of  the  schools  where  there  was  no  space  for  additional 
classes,  applicants  had  to  be  turned  away,  and  serious  overcrowd- 
ing continued  for  several  weeks;  these  groups  had  heavier  losses 
proportionately,  of  course,  than  the  less  crowded  classes.  Because 
it  was  felt  that  better  work  could  be  done  in  smaller  groups,  no 
attempt  was  made  to  recruit  new  pupils,  so  that  after  March  1st 
the  total  enrollment  remained  almost  stationary. 

Of  the  868  different  pupils  who  were  regularly  enrolled,  462 
were  still  attending  at  the  end  of  the  term  in  June,  and  445  were 
present  at  the  closing  exercises. 

The  exact  situation  at  iiie  end  of  each  month  is  shown  by  the 
following  table: 

Enrollraents 
New  Total 

February    10-1 T    413           

Februarv    17-l'S    325  738 

March  .' 61  799 

April 29  828 

Mav 28  856 

June   1-13    12  868 


Total 868 


Discharges 
New  Total 


Februarv    10-1 7    

February    17-28     13 

March 

April 

May 

June   1-13    ■ 


Total 


152 

165 

95 

260 

145 

405 

1 

406 

.... 

406 

3558  CiTiZEKSHip  Traiin'ing  IX  Other  States 

Working  Average 
Register  Attendance 

February    10-17    .... 

February    17-28    725  628 

March 634  481 

April 568  326 

May 451  262 

June   1-13    462  270 


Total    (average)     568  380 


It  will  be  noted  that  the  term  of  sixty-five  nights  began  four 
and  a  half  months  later  and  ended  two  months  later  than  in  the 
ordinary  city  night  school  system.  Warm^  weather  and  the  longer 
daylight  cut  doAvn  attendance,  and  to  a  lesser  extent  the  working 
register,  very  seriously  after  the  Easter  holidays.  Another  year, 
when  the  term  opens  in  October,  it  will  probably  be  wiser  to 
close  the  regular  term  at  Easter  and  plan  a  summer  term  for 
those  who  wish  to  continue. 

AlSTALYSIS    OF    LoSSES 

During  the  spring  months  of  1919  extraordinary  circumstances 
were  operating  in  Wilmington,  as  in  other  large  cities,  against 
regular  attendance  at  night  school  classes.  Chief  among  these, 
of  course,  were  the  exodus  of  floating  labor  that  had  been  attracted 
to  the  shipyards  by  the  prospect  of  phenomenal  wages,  and  general 
unemployment  resulting  from  unsettled  labor  conditions.  Losses 
from  such  causes  could  not,  of  course,  be  laid  to  any  failure  on 
the  part  of  the  school. 

A  study  of  the  attendance  records  of  the  406  pupils  discharged 
during  the  term  showed  that  215  of  them  dropped  out  after 
attending  an  average  of  95  per  cent,  of  the  sessions  since  registra- 
tion, many  of  them  after  weeks  of  perfect  attendance.  The 
indications  seemed  to  be  that  these  losses  could  hardly  be  due 
to  the  teacher's  failure  to  hold  her  class,  but  must  be  charged 
generally  to  the  industrial  situation,  or  other  causes  outside  the 
classroom. 

The  other  191  discharges  were  made  after  somewhat  irregular 
attendance  (average  63  per  cent.)  and  must  be  charged,  in  part 
at  least,  to  the  failure  of  the  school  to  hold  the  pupil's  interest. 


Delaware  3559 

Follow-up  Calling  by  the  Teachers 
In  order  to  get  at  the  facts,  and  at  the  same  time  to  help  the 
teachers  to  face  the  situation  squarely,  the  Committee  offered  to 
pay  for  time  (up  to  two  hours  a  week)  spent  by  any  teacher  in 
calling  at  the  homes  of  pupils  who  had  dropped  out  or  were 
attending  irregularly.  Twenty-six  teachers  accepted  the  offer, 
and  made  a  total  of  395  calls  on  258  pupils,  132  of  whom 
returned  to  class  and  226  of  whom  were  finallv  discharged. 
(For  report  hlank  on  visits,  see  Appendix  XI.) 

The  following  table  shows  the  reasons  for  dropping  out  as 
re] sorted  by  the  teachers  after  investigatio]i.  (For  complete 
figures,  see  Appendix  XII.) 

Reasons  foe  Leaving  Xight  School  in  226  Cases 

Investigated 

After 
Regular 
Attendance 
Cause  of  Leaving  Per  cent 

Removal  from  city 38 

Employment     conditions     (unemployment,     night     work, 

strikes,  etc. )    25 

Sickness  of  self  or  family 13 

Other  interests   (trouble  at  home,  repairs,  etc.,  at  home, 

gardens,  recreation)    15 

Transfer  to  other  classes,  with  resulting  loss  of  interest.  .  .  3 

Returning  to  old  country 5 

Discouragement  (mostly  in  cases  of  older  men  and  women)  1 

After 
Irregular 
Attendance        All 
Per  cent.  Per  cent. 

Removal  from  city 18  28 

Employment    conditions    (unemployment,    night 

work,  strikes,  etc.) 28  27 

Sickness  of  self    or  family 19  16 

Other  interests   (trouble  at  hom.e,  repairs,  etc., 

at  home,  gardens,  recreation) 25  20 

Transfer  to  other  classes,  with  resulting  loss  of 

interest    3  3 

Returning  to  old  country 4  4 

Discouragement    (mostly  in  cases  of  older  men 

and  women)    3  2 


3560  Citizenship  Training  in  Other  States 

It  must  be  taken  into  account,  of  course,  that  in  many  cases 
the  real  reason  for  dropping  out  was  not  given  to  the  teacher. 
Many    of    the    excuses    given    under    ''Sickness"    and    "Other 
interests"  are  obviously  pretexts.     In  some  cases  the  reason  for 
this  is  clearly  a  desire  to  veil  a  lack  of  interest  that  might  distress 
the  teacher;  in  others,  there  is  strong  evidence  that  propaganda 
had  been  at  work.     When  several  pupils  in  one  class  suddenly 
drop  out  at  one  time  after  weeks  of  practically  perfect  attendance 
and  give  as  a  reason  that  they  are  "  busy,"  or  that  "  the  baby  has 
been  sick,"  the  circumstances  are  suspicious.     This  is  precisely 
what  happened  in  three  classes,  and  in  each  class  the  teacher  found 
wild  rumors  circulating  among  the  men.     One  of  these  stories 
was  to  the  effect  that  the  Pennsylvania  Railroad,  which  employed 
many  of  the  men,  would  deduct  $50  from  the  pay  of  each  man 
attending    classes,    to    meet    the    expense    of    the    night    schools. 
Another  more  vaguely  intimated  tliat  the  government  would  col- 
lect the  amount  along  with  the  income  tax.     It  was  at  about  this 
time  that  a  rumor  to  the  effect  that  all  members  of  classes  would 
be  compelled   to  become  citizens  began  to   circulate   among  the 
Spaniards  and  some  of  the  Poles.      The  committee  made  earnest 
attempts  to  trace  each  of  these  rumors,  but  without  success. 

Returning  to  the  reasons  given  by  the  pupils  for  dropping  out, 
it  is  clear  that  54  per  cent,  of  these  losses  were  unmistakably 
due  to  removal  from  the  city  or  from  employment  conditions  that 
made  attendance  at  night  school  impossible.  Undoubtedly  this 
was  a  condition  which  affected  every  night  school  system  operat- 
ing during  the  same  period  in  cities  with  war-time  industries. 
These  losses  should  not  be  laid  either  to  the  indifference  of  the 
foreigner  or  to  the  failure  of  the  schools. 

In  the  132  cases  of  pupils  who  returned  to  school  after  the 
teacher  had  called,  most  of  the  same  causes  (except,  of  course, 
removal  from  the  city)  were  found  to  operate,  but  in  a  more 
temporary  form.  For  example,  emplo}Tnent  conditions  affected 
a  large  proportion  of  this  group,  but  were  almost  entirely  con- 
fined to  changes  in  working  schedules,  rather  than  unemployment 
and  labor  troubles.      (See  Appendix  XIII.) 

Thi.s  experiment  of  having  teachers  follow  uj)  their  own  losses 
ha.s  proven  so  successful  that  it  will  be  continued  by  the  Service 
Citizens  Committee  in  co-operation  with  the  Board  of  Education 
next  year.     Not  only  were  the  teachers  helped  to  face  the  facts 


Delawabe  3561 

in  regard  to  discharges,  but  their  point  of  view  became  increas- 
ingly sympathetic  as  they  had  a  chance  to  visualize  the  home  life 
and  working  conditions  of  their  pupils. 

Industrial  Co-operatiois"  ix  Promoting  Attendance 
A  monthly  report  of  the  number  of  night  school  sessions 
attended  by  each  employee  was  sent  to  the  manager  of  every  plant 
employing  three  or  more  Americanization  pupils,  and  the  names 
of  all  who  had  attended  more  than  60  per  cent,  of  the  sessions 
were  sent  to  employers  at  the  close  of  the  term. 

In  addition  to  these  reports,  sent  out  from  the  central  office, 
teachers  were  instructed  to  send  post-card  information  as  to  pupils' 
non-attendance  to  firms  which  had  agreed  to  follow  up  their  men. 
Th€  interest  of  many  of  the  managers  in  the  progi-ess  of  their 
men  was  most  encouraging.  Several  managers  made  a  point  of 
hunting  up  men  who  had  dropped  out,  and  notifying  the  cxDm- 
mittee  of  the  reason  for  their  failure  to  attend. 

Several  employers  have  also  taken  an  interest  in  gTiiding  th« 
committee  in  the  choice  of  teaching  material  that  should  be  of  luse 
in  the  daily  work  of  their  employees. 

CoNCLtrSIONS 

Summed  up,  then,  the  main  reasons  for  losses  from  Wilmington 
night  school  classes  in  1919  were  as  follows: 

(1)  The  unsettled  condition  of  industry,  which  resulted  in  the 
removal  of  many  men  from  the  city,  in  extensive  unemployment, 
irregular  hours,  and  labor  disturbances.  For  these  conditions  the 
schools  were  in  no  wise  responsible,  and  they  will  probably  improve 
in  the  next  few  months. 

(2)  Home  conditions,  such  as  sickness,  domestic  difficulties, 
etc.,  and  other  competing  interests.  These  are  the  causes  that 
operate  against  projects  for  self-improvement  in  all  walks  of  life. 
It  is  a  characteristic  of  most  human  beings,  including  immigrants, 
to  think  they  are  going  to  find  time  for  cultural  pursuits  which 
finally  get  crowded  out  after  all  by  other  important  and  unim- 
portant matters.  Skillful  teaching,  however,  ought  to  reduce  this 
source  of  loss  very  materially. 

(3)  Overcrowding  in  the  early  part  of  the  term,  which  made 
it  impossible  for  teachers  to  give  to  each  pupil  that  definite  con- 
sciousness of  daily  progress  which  forms  his  chief  inducement 
to  return. 


3562  Citizenship  Training  in  Other  States 

(4)  Propaganda,  conducted  by  members  of  the  racial  group 
who  are  antagonistic  to  the  work  of  Americanization.  This  sort 
of  thing,  though  obviously  not  controllable  by  the  educational 
authorities,  will  have  less  force  as  teachers  and  pupils  become 
better  acquainted. 

(5)  In  a  very  small  number  of  cases,  discouragement,  due  to 
slower  progress  than  the  average  maintained  by  the  class.  Some- 
times the  individual  teacher  can  avoid  this  by  giving  special 
attention  to  the  backward  pupil,  but  her  first  duty  is  to  her  class 
as  a  whole.  The  real  solution  lies,  perhaps,  in  securing  the  aid 
of  a  volunteer  teacher  who  can  give  additional  help  to  such 
exceptional  pupils. 

The  hopefulness  of  the  situation  for  next  year  lies  in  the 
fact  that  every  member  of  the  teaching  force  is  now  familiar  with 
these  difficulties  and  is  determined  to  overcome  them  from  the 
first  another  term. 


],    THE    INTERPRETATION    OF   AMERICA 

I.     CONTACTS  WITH  THE  AMERICAN  COMMUNITY 

Throughout  the  educational  experiment,  the  committee  never 
lost  sight  of  the  fact  that  its  real  task  was  to  help  the  immigrant 
find  his  place  in  the  American  conmiunity.  And  as  the  tie 
between  teachers  and  pupils  became  closer,  several  ways  of  doing 
this  were  discovered. 

Aid  to  Would-Be  Citizens 

No  fallacy  could  be  more  dangerous  to  Americanization  than 
the  recent  tendency  of  sincere  but  mistaken  patriots  to  bring  pres- 
sure to  bear  upon  the  foreigner,  compelling  him  to  go  through 
the  mechanical  process  of  obtaining  citizenshijj  papers.  The  mak- 
ing of  an  American  citizen  is  a  spiritual  process,  surely.  The 
pseudo-citizen  who  professes  a  devotion  he  has  never  been  made 
to  feel  toward  his  adopted  country,  because  his  employer  has  faced 
him  with  the  alternative  of  discharge,  will  become  a  very  real 
menace  to  American  institutions  if  this  over-zealous  propaganda 
continues. 

On  the  other  hand,  few  people  imagine  in  how  many  cases  the 
immigrant's  hesitancy  about  a]>plying  for  pa])('rs  is  due  to  his 
dread  of  venturing  on  strange  ground.  Jii  urtk'r  to  do  what  it 
could  tow^ard  removing  this  obstacle  to  citizenship,  the  committee 


Delaware  3563 

offered  help  in  the  classes  to  all  who  wished  to  file  an  application 
for  naturalization.  Yohinteers  went  into  the  schools  for  several 
evenings,  filling  out  the  fact  forms,  and  later  the  applicants  were 
escorted  in  groups  to  the  Federal  Building,  Mr.  H.  C.  Mahaffy, 
deputy  clerk  of  the  court,  keeping  special  evening  hours  for  the 
purpose. 

It  should  be  noted  that  a  marked  falling  off  in  attendance  in 
certain  classes  occurred  when  this  innovation  was  introduced. 
This  was  especially  noticeable  among  the  Spaniards,  who  were 
mostly  new  arrivals  in  the  city  and  whose  conditions  of  employ- 
ment made  a  long  stay  improbable.  In  somo  way  they  became 
possessed  with  the  idea  that  first  papers  were  to  be  forced  upon 
them,  and  in  spite  of  explanations  by  their  racial  chairman 
many  would  not  return  to  classes. 

In  general,  however,  the  offer  of  help  was  greatly  appreciated. 
During  the  school  term,  164  men  wore  helped  to  take  out  papers 
through  the  classes. 

On  March  27th.  ninety-six  of  these  men  were  formally  pre- 
sented with  first  papers  before  a  community  gathering  held  in  the 
High  School  auditorium.  Over  500  of  their  classmates  were 
there,  most  of  whom  had  walked  long  distances  through  the  wors^ 
storm  of  the  season,  and  a  few  patriotic  Americans  turned  out  to 
do  them  honor. 

Brief  addresses  were  made  by  United  States  District  Attorney 
Curley  and  the  chairman,  Chancellor  Curtis,  and  translated  by 
the  chairmen  of  racial  committees.  Each  of  the  national  groups 
largely  represented  sang  its  own  anthem,  and  all  together  sang 
the  songs  of  America  that  they  had  been  learning  in  school.  Then 
followed  the  impressive  ceremony  of  presenting  papers.  A  beauti- 
ful copy  of  the  Constitution  of  the  United  States  was  also  pre- 
sented by  the  Service  Citizens  to  each  declarant. 

These  exercises  did  even  more  than  had  been  anticipated  to 
relate  the  members  of  the  immigrant  groups  to  the  life  of  the 
American  community.  The  declarants  thus  honored  saw  the  step 
they  were  taking  as  a  social  act,  nearly  concerning  those  who  were 
already  shouldering  the  responsibilities  of  citizenship.  Many  of 
the  Americans  present  visualized  for  the  first  time  the  splendid 
pioneer  stock  from  which  these  new  x\mericans  came.  And  the 
foreign  groups  who  sang  the  songs  of  their  native  land  and  listened 
to  the  songs  of  others  strange  to  them  caught  a  glimpse  of  the 
richness  of  comradeship  they  might  hope  to  find  in  the  new  land. 


3'564  Citizenship  Training  in  Other  States 

On  June  16th  the  Wilmington  Chamber  of  Commerce,  acting 
on  a  suggestion  from  the  committee  that  it  take  some  means  of 
welcoming  the  new  citizens  of  Wilmington  into  the  life  of  the 
community,  held  a  special  luncheon  at  the  Hotel  du  Pont,  to  which 
more  than  100  men  naturalized  during  the  year  were  invited. 
The  occasion  was  a  great  success,  and  it  is  hoped  that  it  may 
prove  to  be  the  foreranner  of  many  similar  attempts  to  welcome 
the  new  American  and  make  him  aware  of  his  new  ties  and 
responsibilities. 

Help  from  the  Red  Cross 

The  workers  who  made  out  fact  forms  for  would-be  citizens 
were  brought  face  to  face  with  the  uncertainty  of  many  immi- 
grants as  to  the  fate  of  families  and  friends  in  parts  of  Europe 
occupied  by  the  fighting  forces.  So  few  of  our  pupils  knew  of  the 
possibility  of  getting  a  message  through  with  the  help  of  the  Red 
Cross  Bureau  of  Communications  that  the  local  Red  Cross  secre- 
tary kindly  agreed  to  hold  evening  office  hours.  It  was  soon 
realized,  however,  that  the  number  of  applicants  was  far  too  large 
to  be  handled  in  this  way,  and  again  volunteers  went  into  the 
classes  and  took  down  the  necessarv  information. 

In  schools  where  Polish,  Russian  and  Jewish  pupils  pre- 
dominated, practically  the  entire  class  wanted  to  fill  out  forms. 
The  teiTible  suspense  which  these  seemingly  stolid  men  and  women 
had  been  enduring  all  these  months  was  a  revelation  once  more 
of  the  gulf  between  the  immigrant  and  the  ordinary  life  of  the 
average  American.  And  the  efforts  of  the  Red  Cross,  already 
rewarded  in  many  cases  by  replies  to  the  heartbroken  queries 
sent  abroad,  did  more  than  can  well  be  imagined  to  bridge  the 
gulf  for  our  pupils. 

Commencement  Exercises 
The  culmination  of  these  efforts  to  fill  the  imaginations  of 
native-  and  foreign-born  alike  with  a  vision  of  the  comradeship 
of  America  was  the  final  gathering  in  the  High  School  auditorium 
on  June  13th,  when  the  classes  were  turned  over  to  the  public 
educational  authorities  by  the  Service  Citizens.  With  the  excep- 
tion of  this  very  brief  interchange  between  the  Director  of  the 
Service  Citizens,  who  acted  as  a  chairman,  and  the  President 
of  the  State  Board  of  Education,  the  program  was  entirely  in  the 
hands  of  the  pupils  themselves.  Its  message  to  the  Americans 
present  was  unmistakable:  "Seel  this  is  the  America  we  bring 
you." 


Delawabe  3565 

The  processional  became  a  pageant.  The  pupils  marched  in 
bv  classes,  each  class  led  by  a  huge  American  flag,  and  each  racial 
group  within  the  class  bearing  a  smaller  national  flag,  while  from 
the  gallery  behind  and  held  aloft  on  the  platform  by  one  of  the 
pupils  the  Stars  and  Stripes  waved  over  all.  It  was  an  army 
with  banners,  proudly  advancing,  pioneers  all. 

There  were  seventeen  nationalities  represented  among  the  445 
pupils  present,  but  only  ten  could  be  given  a  special  place  on  the 
program.  Each  of  these  groups  sang  its  national  hymn  as  before, 
but  the  speeches  this  time  were  their  own.  written  and  delivered 
by  members  of  the  classes  themselves,  the  speakers,  in  most  cases, 
having  been  chosen  from  several  members  of  each  racial  group 
submitting  speeches.  The  theme  in  each  case  was  "My  country 
and  America."  It  was  astonishing  how  varied  were  the  points 
of  view  expressed.  But  each  in  his  own  quaintly  chosen  words 
told  the  same  story  of  faith  and  pride  in  the  country  of  his 
adoption. 

Here  is  the  speech  of  the  man  who  spoke  for  the  Spanish- 
speaking  pupils,  exactly  as  it  was  submitted  to  his  teacher: 

''Ladies  and  gentlemen:  Before  every  think  I  ask  for 
you  pardon  for  my  incorrec  pronounciation  and  expretion, 
duty  to  the  short  time,  what  I  have  been  here;  but  I  go  to 
do  one's  best  for  to  give  you  my  opinion  about  America. 

"  I  can  tell  only  w^hat  when  I  arrive  at  this  country,  I 
meet  a  more  good  America,  that  I  can  dream. 

''  I  have  shape  about  America  this  opinion. 

"  America  it's  a  country,  made  of  gold,  where  everybody 
can  enjoy  a  ample,  wise  and  just  liverty. 

"  That  is  at  my  judgment  the  reason  for  which  are  as 
Spanish  as  we  leave  our  loved  country  for  to  come  here, 
because  we  wish  to  enjoy  this  ambition  of  justice  and  free- 
dom. And  we  come  here  no  for  the  our  own  well  being  only, 
beside  also  for  to  give  it  our  little  help  in  the  production 
and  the  more  to  try  one's  best  possible  for  help  it;  because 
though  all  we  love  the  country  where  we  have  born,  we  love 
America  too,  because  in  this  hospitalary  country  we  have 
a  good  reception  and  it  is  good,  and  lovely  for  every  one;  for 
this  is  America  the  country  of  everybody. 

"Andees  Beun." 

Two  hundred  and  eighty-five  diplomas  were  awarded  to  pupils 
who  had  at+ended  over  60  per  cent,  of  the  sessions,  and  177  honor 


3'566  Citizenship  Training  in  Other  States 

certificates  to  those  witli  smaller  attendance  who  were  regularly 
enrolled  when  the  term  closed. 

At  the  close  of  the  exercises,  a  reception  to  the  pupils  and  their 
friends  was  held  in  the  corridor  and  refreshments  served  by 
representatives  of  the  seven  leading  women's  organizations  of 
the  city. 

ISTative  and  foreign-horn  alike  carried  away  one  feeling  from 
this  meeting,  the  sense  that  at  last  the  foreigners  of  Wilmington 
"belonged." 

II.  RECREATIONAL  ACTIVITIES 

Until  verv  recently,  recreation  has  not  had  the  place  it  deserves 
on  the  schedules  of  our  American  night  schools.  Indeed,  it  is  a 
significant  fact  that  in  some  of  the  large  cities,  w^here  the  experi- 
ment has  met  with  marked  success,  it  was  undertaken  not  for  its 
own  sake,  but  as  a  forlorn  hope  in  a  desperate  attempt  to  hold 
a  rapidly  vanishing  night  school  constituency.  As  a  matter  of 
fact,  the  real  social  intercourse  of  a  night  school  "party"  is 
itself  the  end  to  which  the  educational  program  is  but  a  means. 
Such  intercourse  is  Americanization ;  the  learning  of  English 
only  prepares  the  way  for  it. 

The  surprising  lack  of  recreational  facilities  in  Wilmington 
made  the  introduction  of  social  features  into  the  schedule  of  the 
Americanization  classes  peculiarly  desirable  and  at  the  same  time 
peculiarly  difficult.  Even  for  the  American  young  people  of  the 
city  there  has  been  up  to  this  time  a  serious  dearth  of  recreational 
life.      For  the  foreigner  there  is  even  less. 

A  member  of  the  Americanization  classes  said  recently  to  a 
volunteer  worker  who  was  praising  the  thrift  of  the  foreigner: 
"  Sure  we  save.  But  what  we  got  to  do  with  our  money  ?  I  eat, 
I  sleep,  I  buy  clothes.  But  I  can't  buy  a  little  fun.  I  go  to 
show  and  I  say,  'No  good.  I  no  understand.'  Don't  like  pool. 
Don't  like  saloon.  Stand  on  street  corner  for  awhile,  then  go  to 
bed.     Sure  I  save  money." 

So  it  was  clear  from  the  first  that  the  work  of  the  night  schools 
should  include  recreation.  What  was  not  clear  was  how  this 
was  to  be  done  in  the  meagre  space  allowed  the  classes.  The 
public  schools  seemed  perfectly  hopeless.  Not  one  of  them  had 
anv  room  that  was  not  filled  with  desks  screwed  to  the  floor.  No 
auditorium,  no  kindergarten  room,  not  even  a  basement  playroom 


Delaware  3567 

was  to  be  had.  The  classes  housed  by  private  organizations  were 
more  fortunate,  so  far  as  space  was  concerned,  but  other  difficulties 
loomed  up. 

The  pupils  in  the  classes  did  not  want  to  play.  Some  of  them 
did  not  even  want  to  sing.  They  came  to  learn.  "  Too  old," 
they  said,  and  shrugged.  An  employer,  notified  by  the  teacher 
that  one  of  his  men  had  dropped  out  of  class,  wrote  the  committee: 

"  Gabriel  S.  says  he  did  not  go  to  the  school  to  play  games, 
and  he  will  not  go  again," 

It  was  resolved  to  go  slowly  with  the  recreational  program. 
Thursday  night  was  designated  "  Community  ]*^ight,"  but  at  first 
only  a  few  minutes  were  taken  from  work  for  singing.  Some  of 
the  classes  took  great  interest  in  their  musical  programs,  especially 
after  the  first  big  meeting  in  the  High  School,  where  the  different 
groups  heard  each  other  sing.      Others  did  not  enjoy  even  this. 

One  teacher  reported  that  her  class  wanted  to  abolish  "  Com- 
munity Evening"  altogether.  She  was  told  that  if  the  majority 
voted  for  this  it  could  be  done.  The  class,  which  was  composed 
largely  of  sober-minded,  middle  aged  married  people,  was  divided. 
But  the  frivolous  minority  succeeded  in  getting  their  elders  to 
agree  to  "just  one  j)arty.''  That  was  a  wonderful  party.  In 
one  of  the  oldest  and  dirtiest  of  the  public  schools,  with  almost 
no  space  at  all  to  move  ai'ound  in,  seventy-five  men,  women  and 
children  had  the  most  hilarious  time  of  their  lives.  It  was  an 
Easter  party,  and  each  guest  had  a  tiny  yellow  chick  mounted  on 
a  card  as  a  favor.  Thev  had  an  Easter  eeff  hunt  —  old  and  voung 
climbing  and  scrambling  together  in  wild  excitement.  They  had 
a  peanut  race,  amid  shrieks  of  joy.  They  had  a  contest,  each 
pinning  a  basket  onto  the  rabbit's  arm,  and  the  winner  was  the 
oldest  member  of  the  class;  his  prize  was  a  toy  automobile,  and 
he  ran  it  around  and  around  the  room,  trailing  it  proudly  behind 
him,  while  the  walls  rocked  with  the  applause  of  his  classmates. 
And  last  of  all  there  was  ice  cream.  That  class  had  other  good 
times  later  on,  and  one  wonderful  dance  at  the  People's  Settle- 
ment, but  nothing  can  ever  bring  again  quite  the  thriU  of  that 
first  party. 

Other  schools  and  other  classes  held  similar  festivities  after 
Lent  and  parties  have  followed  thick  and  fast  ever  since.  At  first 
every  one  envied  the  lucky  ones  at  the  settlement  houses  and  other 
centers  with  space  for  fun.     But  the  classes  that  have  had  to  put 


85 G8  Citizenship  Training  in  Other  States 

up  with  the  cramped  and  dingy  hospitality  of  the  public  schools 
have  not  only  conquered  their  handicap,  by  special  efforts,  but 
actually  seem  to  have  the  best  times  of  all. 

As  some  of  the  teachers  are  not  experienced  along  these  lines 
and  as  practically  all  have  been  far  too  heavily  loaded  wit-h  work 
to  t;ike  the  time  necessary  for  successful  preparations,  the  com- 
mittee's staff  has  undertaken  to  provide  favors  and  decorations 
foi-  each  party,  together  with  advice  and  volunteer  help  on  the 
program.  Incidental  expenses  in  this  connection  have  been  home 
by  the  committee,  and  often,  in  part,  by  the  teachers;  the  pupils 
have  taxed  themselves  for  refreshments,  usually  at  the  rate  of 
twenty-five  cents  each. 

The  greatest  pains  have  been  taken  with  every  detail  of  these 
parties,  which  have  meant  to  most  of  those  invited  their  first 
glimpse  of  the  social  life  of  American  homes.  Written  invita- 
tions are  always  issued;  there  are  always  favors,  hand-made,  to 
be  taken  home  as  souvenirs;  always  flowers;  always  shaded  lights 
—  and  these  things  never  fail  to  give  joy.  "  They  look  like  they 
could  sing,''  said  one  man,  gating  fascinated  at  the  blue  bird 
decorations  that  graced  the  room  where  the  refreshments  were 
being  served.  "  I  like,"  he  went  on.  "  I  like  fine.  Even  better 
than  te-a-tre.  At  te-a.-tre  it  is  always  the  same,  and  it  is  for  dose 
other  peoples.     Here  it  is  so  much  beautiful,  and  it  is  all  for  us !  " 

The  activities  at  these  gatherings  have  been  regulated,  of  course, 
by  the  limitations  of  space.  There  is  some  singing  and  some 
dancing.  But  the  emphasis  has  been  on  the  old-fashioned  Amer- 
ican games,  whose  charm  not  even  the  most  dignified  could  resist. 

A  stereoptioon,  owned  by  the  supervisor,  has  gone  the  rounds 
of  the  schools  for  Thursday  night  entertainments,  and  given  much 
joy  and  edification.  Both  slides  and  post  cards  are  used,  and 
the  theme  is  always  America.  Another  favorite  program  is  the 
concert  conducted  by  the  pupils  themselves.  •  They  bring  their 
own  musical  instniments  and  love  to  sing  the  songs  that  bring 
back  other  days  and  other  scenes. 

The  remarkable  success  of  the  social  contacts  for  which  the 
committee  has  been  able  to  include  provision  in  its  educational 
program,  gives  some  indication  of  what  will  be  accomplished 
when  more  time  and  money  are  devoted  to  this  aspect  of  the  work. 
Such  contacts  motivate  and  at  the  same  time  reward  the  pupil's 
classroom  conquest  of  the  language  of  America. 


Delaware  3669 

k.  plans  for  future  work 

The  work  of  the  Delaware  Americanization  Committee 
described  in  the  foregoing  report  has  been  almost  entirely  educa- 
tional in  its  emphasis.  Miss  Lape's  whole  program  for  Delaware 
was  based  on  a  clear-eyed  recognition  of  the  fact  that  until  truly 
adequate  facilities  for  the  teaching  of  English  and  citizenship 
to  adult  foreigners  are  provided  and  are  being  freely  used,  the 
real  process  of  Americanization  can  hardly  begin. 

But  the  real  process  of  Americanization  is  social,  rather  than 
educational.  We  must  not  only  provide  the  immigrant  with  the 
means  of  communication  with  his  American  neighbors,  we  must 
see  to  it  somehow  that  he  lives  in  an  American  atmosphere. 

When  on  July  1,  1919,  the  State  Board  of  Education  assumed 
financial  responsibility  for  the  night  school  classes,  the  Sei-vice 
Citizens'  Americanization  budget  of  $15,00{»  was  released  for  the 
carrying  out  of  this  wider  program  sorely  needed  to  supplement 
the  educational  work. 

iSTo  part  of  this  proposed  program  can  be  carried  out  effectively 
without  the  co-operation  of  the  night  school  system,  and  every  part 
of  it  should  in  turn  assure  and  augment  the  success  of  the  educa- 
tional work. 

The  Americanization  program  contemplated  by  the  Service 
Citizens  for  next  year  includes  the  following  pieces  of  work: 

(1)  The  organization  of  complaint  and  information  centers 
in  the  foreign  sections  of  the  city,  to  which  any  immigrant  may 
turn  in  trouble  or  perplexity.  This  work  will  be  in  part  the  basis 
for  a  more  intensive  study  of  conditions  affecting  immigrant  life 
than  it  has  been  possible  to  undertake  this  year. 

(2)  The  development  of  a  clear-cut  Americanization  policy  on 
the  part  of  Delaware  industries  and  its  correlation  with  the  work 
of  the  night  schools. 

(3)  The  compilation  of  a  booklet  setting  forth  in  simple  Eng- 
lish the  sort  of  information  about  America  and  the  local  com- 
munity that  every  resident  ought  to  have.  This  booklet  will  be 
used  as  a  text-book  for  civics  work  in  intermediate  and  advanced 
classes.  It  will  also  be  translated  into  Italian  and  Polish  and 
distributed  to  non-English-speaking  men  and  women. 

(4)  The  planning  and  financing  of  community  gatherings  sim- 
ilar to  the  two  held  this  year,  where  native  and  foreign-born  will 
be  brought  closer  together. 


3570  Citizenship  Training  in  Other  States 

(5)  The  financing  and  direction  of  teachers'  follow-up  calling 
with  a  continuation  of  the  study  of  attendance  records  begun 
this  year. 

(6)  Special  wark  with  foreign  mothers  in  their  own  homes, 
to  be  planned  and  executed  in  the  clossest  conjunction  with  the 
night  schools,  but  not  confined  to  purely  educational  work.  The 
Child  Health  Centers  organized  by  the  State  Defense  Council  and 
now  maintained  by  the  Reconstruction  Commission  are  already 
in  touch  with  a  large  number  of  non-English-speaking  women, 
and  it  is  planned  to  work  out  a  co-operative  program  with  at  least 
one  of  these  centers. 

In  all  these  plans  the  committee  looks  to  the  people  of  Dela- 
ware to  complete  a  process  that  special  workers  can  never  do  more 
than  liegin.  The  work  of  the  committee  this  year  has  shown, 
we  believe,  that  the  foreign-born  of  the  state  are  eager  to  take  their 
place  in  the  life  of  the  community,  and  willing  to  work  very  hard 
to  fit  themselves  for  it. 

But  nothing  the  foreigner  can  do,  and  nothing  the  committee 
can  do.  will  avail  much  unless  the  American  community  itself 
makes  a  place  for  the  immigrant  in  its  normal  life,  and  welcomes 
the  gifts  he  brings. 

This  is  Delaware's  next  task.  And  the  people  of  Delaware 
will  not  shirk  it. 

1.     APPENDIX 

OUTLINE   FOR   STUDY   OF   RACIAL  GROUPS 

A.  Introduction. 
I.   Xumbers. 

a.  How  many,  according  to  census  of  1910? 

b.  How   many   children    of  this    nalionality   in    public 

schools? 

c.  How  many,  and  what  proportion,  listed  in  Industrial 

Census  ? 

d.  Estimated  population  today. 

e.  Comparison  with  other  nationalities. 
II.  Location. 

a.  In  Wilmington. 

b.  In  other  parts  of  Delaware. 

III.   Source;  where  did  most  of  these  people  come  from,  and 
when  ? 


Delaware  3571 

B.  European  Backgrounds. 
I.  Political. 

a.  From  what  country  do  these  people  come?      From 

what  part  of  that  country? 

b.  In  their  own  country  are  they   a  ruling  race,  or  a 

subject  race? 

c.  What  events  in  their  national  history  do  we  need  to 

know  in  order  to  understand  them  ? 

d.  What  political  conditions  in  Europe  today  are  impor- 

tant as  affecting  their  racial  life  and  interests? 

e.  What  have  been  their  relations  to  other  peoples  in 

Europe  ? 
II.  Economic. 

a.  What  are  chief  geographical  characteristics  of  their 

native  country  ? 

b.  What  are  the  chief  activities  of  its  people? 

c.  What  sort  of  living  conditions  have  they  been  used 

to  ?     What  about  labor  conditions  ? 

d.  What  educational  opportunities  are  open  to  the  com- 

mon people? 
III.   LingTiistic. 

a.  What  language  or  languages  do  they  speak  ? 

b.  What  are  the  characteristics  of  the  language? 

c.  What  group  does  it  belong  to  ? 

d.  Is  the  English  alphabet  used? 

e.  What  are  the  special  difficulties  confronted  by  these 

j^eople  in  learning  English  ? 
IV.  Racial  Characteristics. 

a.  What  physical  type  predominates  ? 

b.  What   temperamental   characteristics   are  frequently 

found  ?     What  special  vices  and  virtues  ? 

c.  Are    popularly    accepted    theories    on    these    points 

accurate  ? 

d.  What    are   leading   national    arts,    favorite   national 

pastimes  ? 
C.   Couditions  in  Wilmington. 
I.  Phvsical. 

a.  What  type  of  house  do  most  of  these  people  live  in? 

b.  Are  they  mostly  people  with  families?     Does  more 

than  one  family  live  in  one  house?     Are  there 
instances  of  serious  overcrowding? 


3572  Citizenship  Training  in  Othek  States 

c.  Do  single  men  of  this  group  live  in  lodging  houses, 

or  board  with  private  families,  or  both'^ 

d.  Is  there  inside  plumbing  in  these  houses? 

e.  Where  unsanitarv  conditions  exist,  in  how  far   are 

they  the  fault  of  the  landlord,  of  the  community, 
of  the  tenant  ? 

f.  About  how  many  of  this  group  own  their  own  homes  ? 

Are  there  men  and  women  of  this  group  who 
own  a  number  of  houses  and  rent  to  their  own. 
people  ? 

g.  What  living  conditions  prevail  in  small  shops  where 

owner  lives  on  premises  ? 
h.  Are  conditions  in  food  stores  better  or  worse  than  in 
stores  patronized  by  other  racial  groups? 
II.  Industrial. 

a.  What  are  the  chief  occupations  of  these  people? 

b.  Who  are  their  chief  employers? 

c.  Are  they  employed  to  any  extent  by  their  own  com- 

patriots ?     Any  evidence  of  padrone  system  ? 

d.  Is  there   any   floating   labor    in   this   group  ?      Who 

employs  it  ?  Who  really  secures  it  ?  From 
where  ? 

e.  Are  employees  handled  by  the  employer  directly,  or 

through  interpreters? 

f.  What  is  the  prevailing  wage  scale  in  the  industries 

where  these  men  are  employed  ?  What  about 
hours  ? 

g.  Do  the  young  girls  go  out  to  work?     How  early? 

At  what  occupation  ? 
h.  Do  the  married  women  do  work  outside  the  home  ? 

What  sort? 
i.  Do  women  and  children  earn  money   m  the  home? 

How? 
III.  Political. 

a.  Is  this  racial  group  a  majority  in  any  ward,  or  does 

it  hold  a  balance  of  power  ? 

b.  To  what  extent  do  these  people  vote  and  act  politically 

as  a  racial  unit?  If  so,  what  seems  to  hold  them 
together  ? 

c.  What  political  party  has  the  gi'oup  generally  favored  I 

Why? 


Delaware  3573 

d.  Has  this  group  ever  substantially  swayed  an  election 

or  compelled  or  prevented  important  political 
action  ?     When  and  how  ? 

e.  Who  are  their  leaders?     Is  there  any  leader  who  is 

supposed  to  be  able  to  "  deliver  "  the  vote  of  the 
racial  group?  Has  his  power  been  overesti- 
mated ? 

f.  Are    there    political    societies    among    these    people? 

Where  are  they  located?  How  many  members? 
What  do  they  work  at  ? 

g.  Do    these    people   look   to    the    politicians   when    in 

trouble  ?  Do  the  politicians  give  them  any  assist- 
ance in  taking  out  citizenship  papers  ?  Do  they 
take  an  interest  in  seeing  them  through  trouble 
in  court  ? 

h.  What  of  the  political  influence  of  banks,  steamship 
agencies  and  saloons  kept  by  members  of  this 
group  ? 

i.  Is  there  any  marked  interest  in  socialism  among  the 
members  of  this  racial  group? 

j.    How  many  voters  of  this  nationality  are  there  in 
Wilmington  ? 
TV.   Social. 

a.  Do  these  people  tend  to  spend  their  evenings  at  home 

as  a  family  group  ? 

b.  Do  they  go  out  as  a  family  group  at  night  ?    Where  ? 

c.  Do    they    tend    to    patronize   American    recreational 

centers  ? 

d.  What  racial  societies  have  they  in  Wilmington? 

1.  What  are  their  purposes  and  activities? 

2.  Under  whose  leadership   and  control   are  they 

run? 

3.  How    many   members   have    they?      Are   there 

women  ? 

4.  Influence  (quantitative  and  qualitative). 

5.  Are  there  any  organizations  for  women  only  ? 

e.  D(j  the  young  people  seek  recreation  on  the  street  ? 

Outside  the  city? 

f.  What  are  standards  of  etiquette  and  supervision  of 

young  people  among  this  racial  group? 

g.  Are -these   people   interested    in    dramatics?      Have 

they  nny  special  organizations  along  these  lines? 


3574  Citizenship  Training  in  Other  States 

V.  Religious. 

a.  What  is  the  church  of  the  majority  ?     Is  there  a  sub- 

stantial minority  in  any  other  church  ? 

b.  Does  the  church  wield  a  powerful  influence  in  the 

group.       Does  it  exercise  itself  in  secular  matters  ? 

c.  About  what  proportion  of  the  children  attend  paro- 

chial schools?  Is  there  a  tendency  on  the  part 
of  parents  to  shift  their  children  back  and  forth  ? 

d.  Is   there   bitter   feeling   between    different    religious 

factions  ? 
D.   Attitude  Toward  Americanization. 

I.  Eelation  to  the  American  Community. 

a.  Is  the  foreign  man  compelled  to  mix  with  Americans 

in  his  work?  Is  he  handicapped  by  a  lack  of 
ability  to  speak  English? 

b.  Is  the  foreign  woman  naturally  drawn  outside  of  her 

own  racial  group  in  the  course  of  her  daily 
pursuits  ? 

c.  Jn  how  far  can  the  normal  needs  of  the  family  be 

filled  without  the  use  of  English?  Do  they  use 
their  own  grocery  stores,  bakeries,  drug  stores, 
clothing  stores,  pawn  shops,  stationery  stores, 
restaurants,  la"\vyers,  doctors,  notaries,  under- 
takers ? 

d.  Do    they    avail   themselves   of   public   facilities    for 

health,  recreation  and  education?  If  not,  why 
not? 

e.  Is  there  any  general  knowledge  among  them  as  to 

ordinances,    city   departments,    and    courts,    and 
other  facilities  to  which  they  must  turn  in  emer- 
gencies ? 
II.  Interest  in  the  English  Language. 

a.  How  many  of  them  are  now  attending  night  schools 

in  Wilmington  ? 

b.  Is  there  any  large  proportion  of  them  who  do  not  use 

English  at  all  ? 

c.  Have  they  private  facilities  for  the  teaching  of  Eng- 

lish among  their  own  people? 

d.  Was    there    any    agitation    among   them   before   the 

establishment  of  classes,  with  a  view  to  obtaining 
such  public  facilities? 


Delaware!  3575 

III.  Attitude  toward  Citizenship. 

a.  How  many  voters  have  they  in  Wilmington?     How 

many  declarants? 

b.  How  general  a  desire  is  there  among  them  to  return 

to  the  old  country? 

IV.  Americanization  Agencies  at  Work  among  Them. 

What  American  agencies  are  at  work  among  them  which 
tend  to  Americanize  them? 
E.   Principal  Needs. 

T.  What  flagrant  conditions  are  there  among  this  group  that 
need  immediate  correction  ? 
II.  What   misunderstandings  between  them   and   the  native- 
bom  need  to  be  cleared  away  ? 
III.  What  facilities  for  filling  their  nonual  needs  ought  to  be 
established  ? 

III.     OUTLINE    FOR    SUIMMER   SCHOOL   AMERICANIZATION    COURSE 

Delaware  College,  Newark,  Del,  July  1  to  August  8,  191  "J 
A.  General  Principles  of  Americanization. 
I.  Introductory. 

a.  The  meaning   of   Americanization    (definition;   his- 

torical significance;  point  of  view). 

b.  Americanization  progTams  —  national,  state  and  com- 

munity (industrial,  educational  and  social). 
Mr.  William  C.  Smith,  Supervisor  of  Immigrant 
Education,  New  York  State. 

c.  Brief  history  of  immigration  in  the  United  States 

(numbers;    source;    distribution;    assimilation). 

Professor  Herbert  A.   Miller,  of  Oberlin   College 
and  Mid-European  Union. 
II.  European   backgrounds   of   racial    groups   largely    repre- 
sented in  the  United  States  and  Delaware. 

Professor  Herbert  A.  Miller. 

a.  Political  (significant  events  in  national  histoi-y;  sig- 

nificant  jjolitical   conditions   in    Europe   today; 
relation  to  other  peoples  of  Europe). 

b.  Economic    (occupations;    living    conditions;    educa- 

tional opportrmities). 

c.  Linguistic  (ch;n-acteristics  of  language  significant  to 

the  teacher  of  English). 


3576  Citizenship  Teaining  in  Other  States 

III.  Conditions  and  problems  at  present  existing  among  immi- 
grant groups  in  tte  United  States  and  the  local 
community. 

a.  Industrial    (immigrant  occupations;   contract  labor; 

padrone  system ;  foreign  labor  unions ;  industrial 
accidents;  welfare  work). 
Mr.   E.   E.  Bach,   Chief,  Bureau  of  Americaniza- 
tion, Pennsylvania  Council  of  Defense. 

b.  Political    (leadership;   voting  power;   naturalization 

problems). 
Miss  Elizabeth  F.  Read,  of  the  New  York  Bar. 

c.  Neighborhood     (housing;     recreation;     family    life; 

racial     organizations;     religious     organizations; 
degree    of    dependence    on    the    American    com- 
munity). 
Miss  Sara  Libby  Carson,  War  Camp  Community 
Service. 
B.  Teaching  Methods. 

Miss   Marguerite   H.   Burnett,   Supervisor   of  Immigrant 
Education  in  Delaware. 
I.   Introductory. 

The   problem  of  the  Americanization   School   and   the 
means  employed  for  its  solution. 
II.   Organization  of  Americanization  Schools. 

a.  Selection    of    meeting    places     (schools,    industries, 

plants,  racial  halls,  settlements). 

b.  Publicity     (printed    material;    schools;     industries; 

visiting;  racial  leaders). 

c.  Formation  of  classes  and  grading  of  pupils, 

HI.   Course  of   Study   and   Program.      Principles  underlying 

the  selection  and  arrangement  of  material. 
IV.    Recognized  methods  of  teaching  English    (direct;  trans- 
lation;  variations). 
Special  methods  for  the  teaching  of: 
V.   Themes. 
VI.  Reading. 
VII.   Phonics  and  spelling. 
VIII.  American  ideals  and  institutions. 
IX.  Special  classes  for  candidates  for  naturalization. 
X.   Special  classes  for  mothers. 

Note. —  Special  lecture  by  Miss  Harriet  P,  Dow,  New 
York  City, 


Delaware  3577 

XI.   Text-hooks  and  illustrative  material. 
XII.   Recreational  work   (function;  organization;  program). 
Xm.   The    attendance    prohlem    (systems    of    record    keeping; 
methods  of  securing  and  holding  attendance;   analysis 
of  losses). 
XIV -XTX.  Practice  teaching,  six-lesson  periods. 
XX.  Final  examination. 

Five  periods  of  observation  of  teaching  methods  and 
recreation  in  the  Americanization  classes  of  Wil- 
mington, Delaware  (required  of  all  pupils  in  addition 
to  attendance  at  lectures). 

IV.  LETTEKS  FROM  UNCLE  SAM 

(Used  in  Publicity  Campiiign) 
Note.— All  rights  reserved  by  Angelo  Patri,  New  York   City. 

Letter  I  (sent  out  through  schools) 
Knov  this. — America  needs  everv  man  — 

»j 

America  needs  every  woman  — 

America  needs  you. 

We  want  to  understand  you. 

Are  you  an  idealist?     Speak  to  us. 

Are  you  a  laborer  ?     Speak  to  us. 

We  need  you,  the  real  part  of  you,  the  soul  of  yon.  Tell  us 
about  yourself.  Our  strength  as  a  people,  our  strength  as  a 
nation,  depends  on  each  one  preserving  that  which  is  good  and 
using  that  richness  for  the  good  of  all. 

Our  schools  are  for  you.  Our  language  is  for  you.  Use  the 
schools.  Learn  the  language.  You  owe  this  to  the  country  of 
your  birth  and  to  America  where  you  live. 

Learn  English. 

Uncle  Sam. 

Letter  II  (sent  out  through  schools) 

One  tongue  for  the  builders  of  America. 
Once  a  king  had  a  dream. 

He  said  he  would  make  his  dream  come  true.     He  would  build 
a  tower  to  heaven  where  the  gods  live. 
Quickly  he  called  his  builders. 


3578  Citizenship  TRAi:xi]srCr  ix  Otjiktj  States 

Smartly  tliev  set  to  work.  Higher  and  higher  rose  the  tower. 
Soon  it  would  reach  heaven. 

Then  the  Great  God  looked  out  and  said,  "No,  no,  you  shall 
never  reach  heaven." 

He  sent  the  plague  of  tongues. 

And  the  builders  could  work  no  more  for  they  could  not  under- 
stand each  other.     They  quarreled  bitterly. 

The  gods  laughed. 

The  tower  never  reached  heaven. 

One  tongue  for  the  Builders  of  America. 

Learn  English, 

U.vcLE  Sam. 

Letter  III  (sent  out  through  schools) 

English  is  the  language  of  America. 

If  you  cannot  talk  English  you  cannot  use  your  tongue.  You 
cannot  make  yourself  understood.  You  must  give  up  your  right 
to  speak.      You  give  up  your  liberty. 

When  you  do  not  know  you  are  afraid  and  sus]>ect.  English 
words  come  to  your  eai's.  You  are  deaf.  It  is  like  darkness  to 
your  eves.  You  do  not  share  in  American  life.  You  are  a 
prisoner  in  a  free  countiy. 

Who  among  you  knows  English  ?  He  is  your  leader.  He  speaks 
for  you.  He  is  your  master.  He  has  American  friends.  He  is 
free  in  a  free  country. 

Learn  English.  Use  your  tongue.  Be  your  own  master.  Be 
free.      Be  an  American. 

Learn  English. 

UxcLE  Sam. 

Lettee  IV  (sent  out  through  industries) 

You  say  America  does  not  understand  you.  She  just  makes 
von  work  and  work.  She  does  not  know  vour  native  country. 
She  does  not  know  the  stock  from  which  you  come.  She  does  not 
know  your  great  men,  your  ideals. 

la  this  not  partly  your  fault?  Who  can  tell  the  story  best? 
Who  can  show  us  the  way,  help  us  to  understand  %  How  can  you 
tell  us  the  best  of  your  race?  In  your  foreign  tongue?  No. 
We  cannot  understand.  How  can  you  stand  up  for  what  you 
believe?      In  your  native  tongue?     No.      We  cannot  understand. 


Delaware  3579 

America  is  a  democracv.  America  wants  to  listen  to  vou. 
She  wants  to  know  what  you  think,  how  yoii  feel,  what  you  hope 
to  be.      America  is  you. 

Speak.  Tell  your  story  so  that  Americans  understanrl.  Tell 
your  story  in  English,  so  that  America  knows,  and  there  can  be 
no  mistake. 

Learn  English. 

Uncle  Sam. 

Letter  V  (sent  out  through  industries) 

In  America  the  citizens  run  the  government.  Citizens  build 
the  nation.  Citizens  do  their  work  for  the  government.  Eveiy- 
body  is  busy  —  talking,  working,  voting,  to  push  on  America. 

You  want  to  have  a  part  in  the  undertaking.  It  is  interesting. 
You  want  to  have  a  part.  It  is  inspiring,  this  building  of  a 
nation  by  its  people. 

But  you  who  are  not  a  citizen  cannot  help.  You  have  no  part. 
You  have  no  voice.      You  have  no  vote. 

A  citizen  calls  for  and  delivers  your  mail.  You  cannot  help 
there. 

A  citizen  polices  your  streets  and  protects  your  home.  You 
cannot  help  there. 

A  citizen  guards  your  home  from  fire.  You  cannot  serve 
there. 

A  citizen  teaches  your  children.  You  cannot  serve  in  the 
schools. 

Stop  looking  on  from  ^he  outside.      Come  inside  and  help. 

Become  an  American  citizen  and  vote. 

Uncle  Sam. 

Letter  YI  (sent  out  through  industries) 

Your  shop  is  American.     Your  boss  is  American.     Your  work. 

The  boss  pays  you.  But  that  is  not  all.  There  is  something 
more. 

You  and  the  boss  are  partners. 

This  is  not  a  paternalistic  government.  Things  are  not  done 
for  you  by  a  ruling  class. 

This  is  not  a  iixed  government  —  the  same  today  as  it  was 
vesterdav  and  will  be  tomorrow. 

This  is  a  government  of  the  people.  What  you  have,  you  give 
yourself. 


3580  Citizenship  Training  in  Otjlek  States 

This  is  a  ij^rowing  government.  It  was  good  yesterday.  It 
is  better  today.     It  will  be  better  tomorrow  if  the  people  will. 

You  and  the  boss  are  partners.      Together  you  build  the  nation. 

Long  ago  people  used  to  say,  "  It  is  better  to  be  born  a  citizen 
of  a  republic  than  to  be  bom  a  king." 

What  was  true  then  is  true  today.  Every  man  is  a  ruler  in 
a   democracy. 

You  and  your  boss  are  ]:)artners.  He  wants  you  to  be  a  part- 
ner with  him  in  buildino-  a  better  business  for  a  better  couutiw. 

Be  a  citizen  and  vote. 

Uncle  Sam. 

Letter  VII  (sent  out  through  industries) 

American  clothes  — American  man.  I  meet  you  everywii<'rc. 
I  say  to  myself:  "This  is  one  of  the  hundred  million  citizens 
of  America."  When  I  learn  that  you  are  not  a  citizen  I  am  sur- 
prised.    You  look  like  an  American. 

The  hat  on  your  head  is  an  American  hat.  It  is  the  best  made. 
I  would  recognize  it  anywhere.  That  suit  of  clothes  that  sits 
so  well  on  your  shoulders  is  an  American  suit. 

Your  overalls,  comfortable,  lasting,  cheap,  are  American-made 
overalls. 

Your  shoes,  well-made,  wide,  sti-ong,  safe,  comfortable  shoes, 
are  American-made.  I  can  tell  by  the  way  they  are  cut.  by  the 
way  they  wear.  America  makes  the  best  shoes  and  that's  what 
you  wear  on  your  feet. 

Your  necktie,  your  shirt,  your  underwear,   are  all  American. 

Truly,  on  the  outside  you  are  an  American.  You  appear  to 
be  an  American  citizen. 

American  clothes — American  men. 

Be  a  citizen  and  vote. 

Uncle  Sam. 

Lettkr  VII  (mailed  to  all  declarants  from  non-English-speaking 
countries) 

Have  you  takfii  out  yoni-  full  papers  yet?  Why  not?  i^o 
time  ? 

Do  you  think  there  will  be  more  time  tomorrow  or  next  year? 

Time  passes.  Things  move  along  swiftly  these  days.  Each 
day  has  its  duties.  Tomorrow  you  may  not  be  able  to  do  what 
i«  easily  done  today. 


Delaware  3581 

Mavbe  you  did  not  like  to  go  to  the  courts  to  get  your  papers? 

You  were  backward  because  you  were  a  stranger.  Perhaps  you 
were  afraid  you  would  make  a  mistake.  Or  did  you  think  you 
did  not  know  what  to  do  ? 

There  are  classes  in  the  schools  at  night  to  teach  you  what  to 
do  and  how  to  do  it.  They  are  held  in  the  evening  so  that  you 
can  go  after  hours.  There  you  will  find  a  group  of  men  like 
yourself  learning  how  to  become  a  citizen. 

The  teacher  is  friendly.     He  wants  to  help  you  get  your  papers. 

You  will  find  such  classes  in  the  church,  in  the  young  men's 
associations,  in  the  business  schools,  in  the  political  clubs. 

Go  somewhere  to  somebody  tonight  and  begin. 

Become  an  American  and  vote. 

Uncle  Sam. 


3582 


Citizenship  Training  in  Other  States 


fi 

<v 

?3 

r-l 

O 

^ 

05 

^,^V 

H-J 

03 

a; 

•  f-H 

^ 

-o 

O) 

® 

O) 


pi        CO 

o     ^ 


QJ      O 


C5 


g  -4  ^  'S  '^  g  "^  ^ 

^        ■      "     fl      ^" 


bJO   c/ 


CD 


00 


O 


> 

<1  W 


CO 


g  s 


cU 


pi 


<5  pp 


0) 


-t-> 


c 


<1 


® 

CO       •!— I 

§     P 

PP.   HH 


•  •       Go 

CO         CO      .r-H 


CU 

<— < 
I— 

PI 


0) 

dj 

g 

P! 

r— H 

1—* 

•  (-H 

•  r-< 

b/j 

C/J 

O 

pq 

& 

CO 

< 

O 

(it 
O 

o 

I— I 
H 
P 

I— ( 
w 

H 


CO 


-* 


o 

-tj 

^ 

o 

r£! 

-4-'         C^ 

-s 

F  -^ 

«> 

0/        <• 

^ 

•  1— 1 

PI 

03 

•  r-( 

pi 

^ 

H- 1 

S     P! 
o     « 


CO 


s 

o 

p:; 
p^ 

en 


CM 


Ot) 


CN 


CM 


?: 

<c 

tn 

■  U 

r— « 

o 

H 

o 

I— i 

• 

1—1 

iH 

^'? 

CO 

Q 

"fH 

t^i 

r— 1         P 

w 

§! 

Ph 

o 

M    o 

CO 

CO 

•  r— ( 

5^ 

o 

IB 

P! 

Ph 

-s. 


o 
Ph 


cd 


CO 
cO 


•r-l 
CO 

P^ 


«I 

Ph 

(35 

•6 

o 

1.— ( 

r-1 

- 

,_^ 

CO 

CO 

c3 

p: 

03 

6 

•  1— 1 
PI 

a» 

•  i-H 

c; 

ca 

C 

?-l 

O 

^ 

WP 


c3 


Delawake 


3583 


i/j 

tn 

■^ 

u 

OJ 

4J 

G 

f—l 

^ 

fl 

•  i-H 

m 

ho 

c 

cLi 

P3  pq 


OJ      <P      O  g 

5   5   S  g 

^    55JO  ^  > 

R  p;  h^;  <i 


a> 

3   ^ 


® 


CO 


05 

•  (—1 

f-i 

-7-1 

0; 

OJ 

^ 

P2 

1— 1 

© 


PQ 


J- 


OS 

"^ 

P! 
o 
o 

;^ 

+-' 

<1 


O 

w 


•^ 


c^ 


cq 


o 


S  8 


6 


■  I— ( 


o 

I— I 

o 

o 

o 
o 


pi 
P4 


■iH 

d 

o 

W 
o 


Ph 


CO 

•  p— 1 

-t-> 

l-H 

^ 

b 

•^ 

C/J 

^-^ 

r^ 

cc    j: 


I— ( 

o 


cc 


PI 


CO 
•  f— ) 


^ 


-     Pi 


Pi 

a 


O 

o 

cc 


.   .  o  ^ 

X'    Ph    hH 


^ 


5      •-      -^      "i<      r^      -^         S         i      -^ 


r^   .2 


o 

Ph 


03 

•  t— » 

Pi 

§ 

(—1 

cc 

)-l 

r^ 

?~i 

ai 

C/J 

■73  ^ 

r^ 

P 

cc 

P! 

<y    c- 

i::^ 

c:; 

1— 1 

<1 

.>5^ 

p:  -r 


3584 


Citizenship  Training  in  Other  States 


9 

03 
6 


-e    iS 


,5    6 


© 


y, 


cc 

i-^j 

rl 

^o 

o 

<u 

a 

a 

u 

bit 

O) 

C2 

1— t 

CQ 


o 


c/r 


C 

O 


p: 

PC 
P 


o 


&0 

q 
o 

CO 

O 


to 


6 


cc 


t;:    X 


0) 

o 

w 

a 


OJ 


_       X 

52    ^    ?: 
1^  M  ^ 


<1 

d 


« 


■z 


0 


^  ^  ^  ^ 

C3 


5    s  •'-'    9 

"-    "^I    »-.    M 


Delaware  3585 

VT.    PvEGISTRATION    CARD 

Delaware  Classes  in  English  eok  Foreigners 

Last  name First  name Date 

Address Age 

Occupation Em])loyei- Address 

Most  convenient  school  to  attend.    Hour Do  you  want 

special  work  for  citizenship  ?      What  language  do  you 

speak  i      Do  you  speak   English  ?  "      Do 

you  read  in  native  language  (      Dou  you  read  Eng- 
lish ?  *     Do  you  write  in  native  language  ^     

Do  you  write  English  ?      


♦Well    (W),  Fair   (F),  Poor   (P),  None  (N). 

VII.   TENTATIVE    COURSE   OF   STUDY   AND   SYLLABUS 

Syllabus  of  Americanization  Classes  of  Wilmington,  Del., 

February-June,  1919 

Beginners'  Classes 

(Program  of  Studies  and  Time  Schedule) 

Theme  development    25  minutes 

Writing    20  minutes 

Phonies 5  minutes 

Reading    25  minutes 

Conversation    15  minutes 

Spelling    10  minutes 

Arithmetic    10  minutes 

Civics   10  minutes 

Theme  Development 

Aim. —  To  teach  the  foreigner  who  is  just  beginning  the  study 
of  English  to  understand  and  use  expressions  needed  to  describe 
the  common  experiences  of  daily  life. 

Material. —  Series  of  short  related  sentences  describing  an  end 
to  be  attained  which  admit  of  dramatization.  The  vocabulary 
used  to  be  that  of  the  text-book.  (Goldberger's  "English  for 
Coming  Citizens.") 

Arrangement. —  In   logical   order  of  sequences  to   secure  con- 
timiity  of  thought  and  repetition  of  vocabulary. 
113 


3586  Citizenship  Training  in  Other  States 

Sohool  Room  Series. 

In  school. 

^Vliat  I  do   in  school. 

What  I  learn  in  school. 

Going  to  school. 

The  schoolix)om. 
Domestic  Series. 

Washing  my  hands. 

Getting  a  drink. 

Taking  a  bath. 

Eating  breakfast   (two  lessons). 

Making  the  bed. 

Making  the  fire. 
Occupational  Series. 

Tlie  cutter. 

The  tailor. 

Looking  for  work. 

Note. —  The  occupational  series  suggested  should  be  supplemented  by 
themes  describing   the   occupations  of   pupils   in   the   classes. 

The  crane  operator. 

The  reamer. 

I'he  planing  machine  operator. 
Coiniuon  Ex2>eriences. 

Bathing  in  the  ocean. 

Going  to  the  doctor. 

Coming  to  America. 

Note. —  Themes  should  not  contain  more  new  words  than  can  be 
mastered  easily  in  one  lesson.  Some  of  the  more  difficult  material 
in  the  text-book  sliould  be  presented  in  two  lessons. 

Method  of  Development. 

Oral. —  The  teacher  pei'fonns  the  act  or  shows  the  object  and 
describes  it  while  she  does  so,  being  careful  to  speak  slowly  with 
clear  and  correct  enunciation  and  articulation.  The  pu])ils  are 
then  called  uix)n  to  perform  the  act  and  repeat  the  sentence 
describing  it.  Concert  repetition  is  employed  to  encourage  dif- 
fident pupils  to  take  part  in  the  recitation  and  to  maintain  the 
interest  of  the  group. 

Written. 

Bhckhourd. —  Dramatization  is  repeated  by  the  teacher 
or  pupil  and  the  sentence  used  to  describe  it  written  on  the 
blackboard  by  the  teacher  as  it  is  repeated  by  the  individual 
pupil  or  the  class  in  concert. 


Delaware  3587 

Note  hooks. —  The  lesson  is  then  copied  by  the  pupils  into 
their  note  books  as  part  of  the  writing  lesson  of  the  evening. 

Reading  from  text-hooks. —  The  ?ame  lesson  or  one  con- 
taining a  similar  vocabulary  is  read  from  the  text-book, 
first  by  the  teacher  for  a  model  of  expression  and  later  by 
individual  pupils. 

Conversation. 

Aim. —  To  give  the  pupil  an  opportunity  to  use  the  vocabulary 
he  has  acquired  in  his  theme  lessons  and  to  provide  him  with 
expressions  of  inquiry,  greetings,  etc.,  that  he  will  need  for 
immediate  use  in  his  intercourse  with  English-speaking  people. 

Material. — 

1.  Conversational  exercises  following  the  reading  lesson. 

2.  Expressions  used   in   salutations,    inquiries,   buying   and 

selling,   applying  for   a  position. 

(1)  Introducing  a  friend. 

(2)  Asking  for   infonnatiou   about   a   railroad,    train, 

the  way  to  a  place. 

(3)  Applying  for  a  job. 

(4)  Buying  a  hat,  a  pair  of  shoes,  a  .suit, 

(5 )  Renting  rooms. 

See   Groldberger's   "English   for    Coming   Citi- 
zens."    Lessons  LIII,  LiV,  LVII  for  additional 
material. 
Method. —  Dramatization    first    by    the    teacher    and    a    more 
advanced  pupil  and  then  by  pupils  alone.      Care  should  be  taken 
to  emphasize  the  direct  expressions  that  it  is  intended  to  reach. 

Com  position. 
Oral. 

1.  Reproduction  of  theines  and  reading  lessons  by  questions 

and  ansiwers  and  topical  recitation. 

2.  Description  of  objects  and  pictures. 

3.  Composition  of  messages  for  postal  cards  and  letters. 

Written. 

1.  Answering  information  questions    (name,   address,  occu- 

pation, etc.). 

2.  Addressing  envelopes  and  postal  cards. 

3.  "Writing  postal  cards. 


3588  Citizenship  Training  in  Other  States 

Written. 

4.   Simple  letters. 

To  teacher   explaining  caiiise   of  absence   from   night 

school. 
To  employer  exj>!aining  absence  from  work. 
To  a  friend  inviting  him  to  call. 

Writing. 

Copying  themes  and  letters.  (All  writing  by  the  teachers  for 
copy  should  be  in  large  round  letters  which  can  be  easily  read 
from  any  part  of  the  room.)  Special  instruction  in  penmanship 
is  needed  only  by  illiterate  pupils;  those  who  can  write  their 
native  language  have  little  difficulty  with  English  letter  forai. 

Reading. 
Text-hool-. 

The  lesson  or  part  of  the  les?-on  upon  which  the  theme  of  the 
evening  has  been  based. 

Signs. 

Those  used  in  industry,  on  the  street,  in  cars,  railroad  station, 

stores,  etc.,  with  special  attention  to  safety  signs. 

Note. —  The  reading  and  interpretation  of  one  couunonly  used  sign 
is  to  be  tauglit  e;u-h  night. 

Shop  rules  and  regiilations. 
Advertisements. 

SpeJUng  and  dictation. 
Spelling. 

1.  Two  hundred  of  the  simplest  words  used  in  the  writing 
experience  of  the  foreigner  selected  from  the  Ayres 
List,  together  with  those  that  are  commonly  misspelled 
in  written  work. 

Note. —  Spelling  words  taught  are  to  be  those  selected  from  the 
theme  of  the  evening  that  are  found  in  the  grade  lists.  Spelling 
is  so  difficult  for  the  foreigner  that  it  should  be  taken  up  slowly 
and  thoroughly.  Not  more  than  five  new  words  should  be  taught 
to  a  beginners'  class  in  any  one  lesson. 

Dictation. 

Sentences  and  paragraphs  suitable  for  simple  letter  writing 
that  contain  the  spelling  woi-ds  which  'have  been  taught. 
Phonics. 

Sounds  that  are  difficult  for  the  nationalities  represented  in  the 
class. 


Delaware  '   ,  3589 

Language  Form^. 

1.  Agreement  of  subject  and  predicate. 

2.  Tense  forms. 
Arithmetic  (Optional). 

1.  jSTotation   and  numei-ation. 

2.  Fundamental  operations. 

3.  United  States  money. 

Xote. —  Emphasis  is  to  be  placed  upon  the  language  of  arithmetic 
rather  than  upon  the  operations  which  are  understood  by  most  of  the 
pupils. 

Memory  Selections. 

1.  Salute  to  the  flag. 

2.  America. 

3.  The  Star  Spangled  Banner. 

4.  Proverbs. 

Civics. 

Aim. —  (All  grades.)  To  so  interpret  the  ideals  and  institu- 
tions of  America  to  the  foreigner  by  example  as  well  as  precept 
that  citizenship  will  be  sought  by  the  comiiig  citizen  because  he 
knows  and  respects  American  ideals  and  traditions  and  wishes 
to  adopt  them  as  his  own. 

Material. —  The  limited  vocabulary  of  the  l)eginner  makes  it 
neces-sary  to  confine  civic  instruction  in  this  grade  to  a  knowletlge 
of  civic  virtues  given  through  practice  and  experience  in  the  class- 
room and  social  center.  Individual  responsibility  for  group  wel- 
fare in  a  democracy  should  be  emphasized  and  definite  ways  in 
which  the  foreigner  may  assume  his  share  of  civic  responsibility, 
be  suggested,  i.  e.,  to  care  for  his  health,  to  obey  the  law,  to  be  a 
good  neighbor,  to  improve  his  education.  Ftmdamental  principles 
of  American  government  should  also  be  explained  and  taught. 
Pictures,  lantern  slides,  dramatization  and  excursions  will  pi-ove 
valuable  aids  to  instruction. 

Methods.- — After  a  sufficient  vocabtilary  has  been  acquired  by 
the  beginner  to  make  understanding  possible,  one  im}X)rtant  civic 
fact  mav  be  tauffht  each  ni2:ht,  i.  e.,  in  America  laws  ai'c  made  bv 
the  people.  The  fact  to  be  presented  is  explained  by  the  teacher, 
expressed  in  a  simple  sentence,  and  memorized  by  the  pupils. 
Pictures,  lantern  slides,  dramatization  and  excursions  will  prove 
valuable  aids  to  instruction. 


3590 


CiTizE^rsHip  Trailing  ix  Other  States 


Lesson  I. 
come  into 
take  off 
say 
sit  do^vn 


Lesson  II. 
come  into 
Take  off 
say 
gives 
take 
"•ives 
tfike 
gives 
take 
write 


Lesson   TIL 
put  on 
put  on 
say 
walk 

come  into 
say 

tnkc  off 
sit  down 
write 


Type  Thenie^  for  Beginners'  Classes 

In  School. 
I  come  into  the  room. 
I  take  off  my  hat. 
I  say  ''Good-Eveuiug."' 
I  sit  down. 
Words  taught  — 14. 
Spelling  words: 
come     say     sit. 


What  I  Do  in  School. 
I  come  into  the  room. 
I  take  off  my  hat. 
1  say  "  Grood-Evening." 
The  teacher  gives  me  a  l>ook. 
I  take  the  book. 
The  teadher  gives  me  a  })cucil. 
I  take  the  pencil. 

The  teacher  gives  mc  n  ])iecc  of  pa}>er. 
I  take  the  piece  of  paper. 
I  write  my  name. 

Kew  words  taught  —  14. 
Spelling  words: 
see     take     me. 


Kew  words  taught  — 
Review   Exercise. 
Spelling  words: 
on     walk     put     coat. 


Groing  to   School. 
I  put  on  my  hat. 
I  put  on  mv  coat. 
T   >ay  -Good-Bye." 
T   walk  to  school. 
I    come  into  the  room. 
I  »sy  ''' Good-Evening." 
I  take  off  my  coat. 
I  sit  down. 
T  write  my  name. 
5. 


Delaware 


3591 


Lesson  TV. 

go 

learn  to  sjmak 

can  speak 

learu  to  read 

can  read 

learn  to  write 

can  write 

leai-n  to  s])ell 

can  spell 

understand 


What  I  Learn  at  Xight   School. 
I  go  to  school  every  night. 
I  learn  to  speak  English. 
I  can  speak  thirty  English  words. 
I  learn  to  read  English. 
I  can  read  an  English  hook. 
I  can  learn  to  write  my  English  lesson. 
I  can  write  my  English  lesson. 
I  learn  to  spell  English  words. 
I  can  spell  eight  English  words. 
I  understand  a  little  English. 

New  words  taught  —  18. 

Spelling : 

can     write     read. 

Dictation : 

I  can  read. 

I  can  write. 


Tnfermediate  Grade 
(Program  of  Studies  and  Timo  Sdipdnle) 

Theme   or   Topic   Drvel()))nient 20  minutes 

"Writing l,^  minutes 

Phonics ,5  minutes 

Reading    25  minutes 

Conversation 15  minutes 

Spelling    15  minutes 

Civics   15  minutes 

Pecreation    10  minutes 


Theme  or  Topic  Developmevt 

Aim. —  To    increase   the   vocahularv    of    the   foreierner   and    to 
provide    an     op])ortunity     for    him     to    use     independently    the 
expressions  that  he  has  already  learned. 
Material. 

Themes. —  Experiences  common  to  the  group  that  lend  them- 
selves to  theme  development  with  si>ecial  attention  to  those  that 
descrihe  the  industrial  operations  of  the  different  groups  reju'e- 
sented  in  the  class. 

Common  Experiences. —  Depositing  money.  Pentiug  a  flat. 
Going  to  the  theatre.      Calling  the  ambulance. 


3592  Citizenship  Trailing  in  Other  States 

Occujxitional. 

(Material  given  is  only  suggestive.      Each  teacher  should  adopt 
material  to  the  needs  of  her  particular  class.) 
Shipyard  employees: 
The  reamer. 
The  riveter. 
The  rigger. 
The  boilemiaker. 

Railroad  employees : 
The  brakeraan. 
The  oiler. 
The  watchman. 

Mechanics : 

The  carpenter. 
The  bricklayer. 
The  mason. 

Leather  industries: 
The  tanner. 
The  finisher. 

Topics. 

Those  contained  in  the  text-book  that  lend  themselves  to  this 
treatment. 

The  time  table. 

Public  signs. 

The  weather. 

The  seasons. 

Milk. 

Vegetables. 

Care  of  food. 

Trade  schools. 

Safety. 

The  policeman. 

The  post-office. 

Method. 

Theme  development. —  (See  Outline  for  Beginner's  Class.) 
Topic  developmerit. —  The  teacher  obtains  from  the  pupils,  by 
a  series  of  questionii,  statements  about  th<?  topic  under  discussion. 
She  corrects  these  statemeuti*  as  they  are  made  and  writes  the 
most  acceptable  on  the  blackboard  in  paragraph  form,  supplying 
additional  information  when  necessarv.      The  lesson  is  then  read 


Delaware  3593 

from  the  blackboard  by  the  puj)ils,  copied  into  note  books  and  the 
i^lated  text  in  the  book  (Groldberger's  ''English  for  Coming 
Citizens")  made  the  reading  lesson  of  the  evening. 

Coiirersatimi. 

Aim. — -(See  outline  for  Beginners"  Classes.) 

Material. —  Lessons  in  text   and   experience  of  foreigner   that 
lend  themselves  to  this  treatment. 

At  the  Restaurant. 

In  the  Railroad  Station. 

In  the  Department  Store. 

Method. —  (See  Outline  for  Beginners'  Classes.) 

Composition 

Oral  i 

1.  Reproduction  of  themes,  topic  development  and  reading 

lessons,  fables. 

2.  Composition  of  friendly  and  business  letters. 

3.  Description  of  object*^,  pictures  and  personal  experiences. 

Writien 

1.  Addressing  envelopes  and  postal  cards. 

2.  Writing   of   simple   letters.      (See   Suggestions   made   to 

teachers  of  advanced  classes.) 

3.  Reproduction  by  question  and  answers  and  from  memoiy 

of  material  covered  in  "  Topic  Development ''  lessons. 
Beading 

1.  Text-books  arranged  for  foreigners  and  adapted  to  grade. 

2.  Signs,  posters,  advertisements. 

3.  Xewspapers  and  pamphlets. 

4.  Simple  historical  and  geographical  readers. 
Spelling 

The  spelling  list-s  prepared  for  the  grade  contain  300  simple 
words  commonly  used  in  English  writing,  selected  from  Ayers' 
List.  Teachers  are  to  add  to  it  whatever  words  are  needed  by 
individual  gi-oups.  Care  should  be  taken  to  select  words  com- 
monly used  in  written  work.  Column  spelling  sihould  be  used 
only  for  teaching  and  the  immediate  drill  following  the  teaching. 
As  soon  as  possible,  words  should  be  dictated  in  sentences,  since 
that  is  the  form  in  which  the  foreierner  will  use  his  knowledge  of 
spelling. 

PJi  onics. 

1.   Teaching  of  the  production  of  those  sounds  that  are  most 
difficult  for  the  nationalities  represented  in  the  class. 


[3594  Citizenship  Training  in  Other  States 

Phwiics. 

2.   Teaching  of  phonetic  elements  that  will  aid  in  the  recog- 
nition of  new  words. 
Language  Forms  and  Grammar. 

1.  Correction  of  errors. —  Teachers  should  note  carefully  errors 

commonly  made  by  pupils,  and  correct  one  or  two  every 
night.  Correction  of  these  errors  should  be  a  class  exer- 
cise after  the  lesson. 

2.  Agreement  of  subject  and  predicate. 

3.  Tense  forms. 

4.  Commonly  used   contractions. 

Civics.      (New  York  State  University  Citizenship  Syllabus.) 
I.   The  Foreigner's  Community.      What  it  does  for  him. 

1.  Fire  Protection. 

2.  Police  Protection. 

3.  Health  Protection. 

4.  Education. 

5.  Recreation. 

11.   The  Foreigner's  New  Home. 

1.  The  United  States. 

2.  The  Country  of  America. 

3.  The  Great  Men  of  America. 

4.  The  Flag  of  America. 

5.  The  Holidays  of  America. 

6.  The  National  x^nniversaries  of  America. 

A ntlimetic  (optional) . 

Not  more  than  10  or  15  minutes  a  night  should  be  devoted  to 
arithmetic  and  emphasis  should  be  placed  ujwn  the  laugiiage 
rather  than  the  concept  of  numb(M-. 

1.  Notation  and  numeration. 

2.  Fundamental  operations. 

3.  United  States  money. 

4.  Measurements. 

Linear  —  in.,  ft.,  yd.,  mi. 
Liquid  —  pt.,  qt.,  gal. 
Dry  —  pt.,  qt.,  pk.,  bu. 
Weight  —  oz.,  lb.,  ton. 

5.  Simple  problems  used  in  daily  life. 
Memory  Selections. 

1.  Salute  to  the  Flag. 

2.  America. 


De  la  W  ABE  3595 

Memory  Selections. 

3.  The  Star  Spangled  Banner. 

4.  Proverbs. 

5.  Short    selections  from   the   speeches  of  famous   Americans 

expressing  American  ideals  and  aspirations. 


Advanced  Grade 
(Program  of  Studies  and  Time  Schedule.) 

Oral  composition   (includes  topic  development,  con- 

versatian,  discussion  and  debates )    30  minutea 

Writing 15  minutea 

Phonics 10  minutes 

Reading 25  minutes 

Formal  language  or  gi-ammar 10  minutes 

Spelling 15  minutes 

Civics  ...  1 

.    .,,         .      Y 15  minutes 

Arithmetic  J 

Conversation. 

Aim. —  To  encourage  students  to  talk  freely.  It  may  be  on 
the  subject  matter  of  the  reading  lesson,  current  events,  civics, 
hygiene,  histoi-y  and  geography.  Errors  made  by  pupils  while 
talking  should  be  carefully  noted  by  teacher  and  serve  as  a  basis 
for  work  in  formal  language  and  grammar. 

Topics  for  C  onversation. 
I.  Current  Events. 

At  least  one  lesson  a  week  should  be  given  to  a  discus- 
sion of  cuiTent  events.     When  newspapers,  magazines  and 
pamphlets  are  made  the  text  of  the  reading  lesson,  abun- 
dant material  for  these  discussions  will  be  provided. 
II.  Hygiene. 

1.  How  to  keep  well. 

2.  Good  posture.     (What  it  is  and  how  it  affects  health.) 

3.  Care  of  the  teeth  and  eyes. 

4.  Clinics  and  disj^ensaries.  their  use  and  abuse,  location. 

5.  How  to  spend  a  holiday  or  vacation.      Suggest  trolley 

trips  to  nearby  subiu-bs,  a  sail  on  the  river.  Encour- 
age the  foreigner  to  go  where  he  will  see  country  life 
in  America.  (Often  he  does  not  realize  that  there 
is  any.) 


3596  Citizenship  Training  in  Other  States 

III.  Business. 

1.  Banks,  kinds  and  uses  of  each;  necessity  for  choosing 

a  safe  bank. 

2.  Insurance,  kinds  and  advantages  of  each. 

3.  Ways  of  investing  money  — -  real  estate,  .'uortgage,  gov- 

ernment bonds  etc. ;  advantages  and  disadvantages  of 
eadh.. 

4.  United   States  money,    description  of  commonly   used 

coins  and  bills,   comparison  with  those  used  in  for- 
eigner's land. 

IV.  Civic. 

1.  Housing. 

2.  Sanitation. 

3.  Public  educational  facilities  and  how  they  may  be  used. 

4.  Recreation. 

5.  Taxes. 
Composition. 

I.  Oral. 

1.  Reproduction  and  discussion  of  readiiig  lesson. 

2.  Description  of  interesting  personal  experiences. 

3.  Discussion  and  debates. 

4.  Development  of  material  used  in  written  composition. 

II.  Written. 

1.  Addressing  envelopes  and  postal  cards. 

2.  Writing  postal  cards.      (Use  and  abuse  of  postal  cards 

explained,  messages  suitable  for  postal  cards  given.) 

3.  Friendly  letters   (topics  suggested  by  pupils),  formal 

social  letters  of  thanks,  invitation,  regret,  condolence. 

4.  Business  letters. 

(1)  Application  for  jiosition  in  answer  to  advertise- 

ment. 

(2)  Request  for  reference  from  a  former  employer, 
(-i)    Letter  to  landlord  making  a  complaint  and  ask- 
ing for  repairs. 

(4)  J^Uter  to  gas  company  asking  to  have  the  meter 

open  or  closed. 

(5)  Letter  to  gas  company  complaining  about  a  gas 

bill  and  askini'  to  have  the  meter  tested. 

(6)  Letter  enclosing  check  or  money  order  for  pay- 

ment  if  bill,  rent,  installment,  life  insurance, 
etc. 


Delaware  3597 

(7)  Letter   to   Department   of   Health,    complaining 

of    unsanitary    conditions    in    the    house    or 
apartment. 

(8)  Letter  to  a  railroad  company  about  the  loss  of 

a  pocketbook. 
(0)    Letter  ordering  goods  advertised  in  magazines, 
newspapers,  etc. 

(10)  Letter    asking    for    information    and    catalogue 

about  advertisement  read  in  newspapers,  mag- 
azines, etc. 

(11)  Letter  to  employer  explaining  cause  of  absence 

from  work. 

(12)  Letter  to  bank  notifying  it  of  the  loss  of  a  bank 

book. 

(13)  Letter  to  the  Board  of  Health  asking  for  birth 

certificate. 

(14)  Letter  to  furniture  company  about  delayed  pay- 

ment of  installment  on  furniture. 

(15)  Xotes  to  principal  and  teachers: 

(a)  Excuse  for  child's  absence  and  lateness. 

(b)  Request  for  transfer. 

(e)   Request  for  special  report  on  work. 
This  list  of  topics  is  merely  suggestive.     Teachers 
will  add  to  it  others  suggested  by  their  pupils. 
Spellmg. 

1.  The  list  prepared  for  the  grade  contains  500  words  com- 

monly used  in  English  writing.  Teachers  will  add  to  it 
whatever  words  are  needed  by  the  particular  group  with 
which  they  work.  Care  should  be  taken  to  select  those 
words  that  are  used  in  written  expressions.  Column  spell- 
ing should  be  used  only  for  teaching  and  the  immediate 
drill  following  the  teaching.  As  soon  as  possible  words 
should  be  dictated  in  sentences,  since  that  is  the  form  in 
which  the  foreigner  makes  use  of  his  knowledge  of  spelling. 

2.  Commonly  used  abbreviations. 

3.  Meaning  of  selected  roots,  prefixes  and  suffixes. 
Reading. 

1.  Text-books,  prepared  for  the  grade. 

2.  Daily  newspapers,  magazines,  pamphlets. 

3.  The  Declaration  of  Independence  and  the  Constitution  of 

the  United  States. 

4.  Historical  and  geographical  readers. 

5.  Simple  biographies  of  famous  Americans. 


3598  Citizenship  TRAiNiiS^G  in  Other  States 

Formal  Language  and  Grammar. 

Note. — Work  in  grammar  Ib  to  be  made  as  practical  as  possible.  Errors 
made  by  pupils  while  talking  are  to  be  noted  by  the  teacher  and  to  form 
the  basis  of  work   in  grammar. 

1.  Agreement  of  subject  and  predicate. 

2.  Plurals  of  nouns  in  common  use. 

3.  Gender  of  nouns  in  common  use. 

4.  Possess  ives. 

5.  Parts  of  commonly  used  irregular  vei'bs. 

6.  Formation  and  use  of  tenses  of  verbs.      (Adverbs  of  time 

to  be  introduced  to  make  meaning  quite  clear.) 

7.  Correct  use  of  preposition. 

8.  Comparison  and  use  of  adjectives. 
Phonics. 

1.  Systematic  teaching  of  sounds  that  are  difficult  for  nation- 

alities represented  in  class. 

2.  Vocal  gymnastic  drill, 

3.  Study  of  diacritical  marking  used  in  the  dictionary. 

4.  Lessons  in  the  use  of  the  dictionary  for  pronunciation  and 

meaning  of  words. 

Arithmetic. 

Note. —  In    all    work    in    arithmetic    emphasis    is    to    be    placed    upon    the 
language  rather  than  the  contents  of  the  subject. 

1.  Notation  and  numeration. 

Reading  and  writing  of  numbers  in  words  and  figures. 

2.  Fundamental  operations. 

Arithmetical  names  of  processes  and  answers;  signs 
used  for  eadh  example. 

3.  United  States  money. 

Names  of  commonly  used  coins;  writing  of  dollars  and 
cents,  using  words  as  well  as  figures;  expense  and  house- 
hold accounts. 

4.  Checks  and  deposit  slips. 

Uses  of  each;  study  of  forms;  meaning  of  terms; 
drawer;  bearer;  indorser ;  practice  in  making. 

5.  Bills  and  receipts. 

Meaning  of  terms;  study  of  forms;  practice  in  making. 

6.  Money  orders,  domestic  and  foreign. 

Uses:  study  of  forms;  practice  in  filling  out. 
Y.  Measurements;  liquid  and  dry  measure. 

Commonly  usee!  units  of  each;,  tables;  application  in 
problems  of  daily  life. 


Delaware  3599 

8.  Linear  measure ;  avoirdupois  weight ;  table  of  time. 

Commonly  used  units  of  each;  tables;  applications  in 
daily  life. 

9.  Short  methods  and  business  fractions. 

10.  Geometrical  forms. 

N^amos  of  commonly  used  forms;   circle;  square;   rec- 
tangle; triangle. 
Civics. 

Aim. —  To  develop  a  better  appreciation  of  the  ideals  and  insti- 
tutions of  the  government,  history,  and  resources  of  America  iind 
to  acquaint  the  foreigner  with  the  advantages  and  responsibilities 
of  citizenship  and  the  procedure  of  naturalization. 

Material. —  Selected  parts  of  Course  of  Study  suggested  by 
Kcw  York  State  University  Citizenship  Syllabus. 

I.  The  Government  of  the  United  States. 

1.  Form,  representative  republic. 

2.  Five  divisions. 

Town,  city,  county,  state,  national. 

3.  Three  branches  of  each  division. 

11.  City  government. 

1.  Fundamental  law,  city  charter. 

2.  Branches  of  city  government. 

Legislative,  city  council  or  board  of  aldermen:  execu- 
tive,  mayor;    judicial,   city   or   municipal    conrfy:   com- 
position and  duties  of  each. 
IIL   Responsibility   of   the   municipal   government    to    the   com- 
munity for : 

1.  Public  health. 

2.  Education. 

3.  Police  and  fire  protection. 

4.  Water  supply. 

5.  Streets. 

6.  Parks  and  playgrounds. 
IV.   County  government. 

1.  Relation  to  state. 

2.  County  officials  and  their  duties. 

Sheriff,  coroner,  auditor,  district  attorney,  recorder, 
county  clerk. 

3.  Courts. 

County  court,  surrogate's  court;  functions  of  each. 


3t)0U  C'lTizEjs^sHip  Training  in  Other  States 

V.   State  government. 

1.  Fundamental  law   (state  Constitution). 

2.  Branches  of  the  state  government. 

Legislative,  state  legislature:  executive,  governor, 
lieutenant-governor;  judicial.  Court  of  Appeals, 
Supreme  Court;  composition  and  duties  of  each 
branch. 

3.  Responsibility  of  the  state  to  its  citizens  for : 

t.   Care  of  the  insane;  blind. 
VI.  ]S"ational  government  (to  be  studied  by  reading  and  discus- 
sing   membership,    qualifications,    duties    and 
powers  of  each  body). 

(1)  History. 

(2)  Importance. 

(3)  Provisions. 

1.  Fundamental    law    (the    C/onstitution  of     the    United 

States). 

(1)  Support  of  public  schools  and  state  institutions 

of  learning. 

(2)  Executive,     President,     election,     powers     and 

duties;    President's   cabinet,   composition   and 
duties. 

(3)  rludicial,  Supreme  Court,  composition,  appoint- 

ment, duties. 

2.  Brunches  of  the  national  government. 

(1)  Legislative,    Senate   and    House  of   Represcnta 

tives;  the  Cx)nstitution  of  the  United  States. 

(2)  What  the  government  of  the  United  States  does 

for  its  citizens. 

1.  Coins  money. 

2.  Establishes  post-offices. 

3.  Regulates  commerce. 
VTT.   ITow  the  people  nile  in  t'he  United  States. 

^.   Political  parties. 

(1)  Purpose. 

(2)  Names. 

(3)  Platforms. 

2.  Nominations  for  elections. 

( 1 )  Party  conventionsw 

(2)  Primaries. 

(3)  Petition. 


Delaware  3601 

3.  Political  campaign. 

( 1 )  Purpose. 

(2)  How  conducted. 

(3)  Meetings. 

4.  Elections. 

(1)  National. 

(2)  State. 

(3)  City. 

5.  Public   spirit   in  voting. 

( 1 )  Voting,  a  privilege  and  a  duty. 

(2)  Voting  for  public  welfare. 

(3)  Necessity  for  being  informed  on  public  affairs. 
N'lII.   Amej'icau  bistory 

1.  Early  America. 

(1)  Discovery  of  America. 

(2)  Great  explorers. 

(3)  Tbe  first  immigrants  and  tbeir  settlements. 

2.  Tbe  American  Revolution. 

(1)  Causes  of  war. 

(2)  Struggle  for  liberty. 

(3)  Life  of  George  Wasbington. 

3.  Tbe  New  Republic. 

(1)  Declaration  of  Independence. 

(2)  Constitution  of  tbe  United  States. 

(3)  Development  of  tbe  country  and  its  resources, 

population,      territorial      growtb.      important 
inventions  and  commercial  expansion. 

4.  Tbe  Civil  War. 

( 1 )  Slavery. 

(2)  Life  of  Abrabam  Lincoln. 

(3)  Abolition  of  slaverv. 

5.  America  of  today. 

(1)  Problems  of  our  country. 

(2)  Tbe  United  States  and  tbe  Great  European  War. 

(3)  America's  future. 

6.  American  Flag. 

(1)  Description  of  flag. 

(2)  Its  bistory. 

(3)  ^Vbat  it  represents. 

(4)  Pledge  of  allegiance  —  "!  pledge  allegiance  to 

my  flag,  et?  " 


o602  CITIZE^-sHIP  TRAijfiNG  IN  Otiier  States 

IX.   American  citizensliip. 

1.  Advantages  of  American  citizenship. 

2.  Responsibilities  of  American  citizenship. 

3.  Explanation  of  naturalization. 

4.  Procedure  of  naturalization. 

5.  Important  facts  about  naturalization. 

Note. —  Detailed    information    on    each    topic    contained    in 
outline  prepared   for  use  of   teachers. 

Method. 

Discussion  of  the  topic  to  be  studied  by  pupils  and  teachers. 
Reading  from  the  text-book,  pamphlet  or  any  available  source  of 
related  material.  Preparation  of  a  summary  of  facts  to  be 
remembered  by  teacher  and  pupils,  which  is  put  on  the  blackboard 
and  copied  by  the  pupils  into  their  note-books  for  further  study. 

VIII 

Daily  Plan  Sheet 

School Teacher 

Grade Date 


Time  Allotment  Subjects  Taught 

20-25  minutes Theme  or  topic  development. 

(Number  new  words  taught ) 

20  minutes Writing. 

5-10  minutes Phonics. 

20-30  minutes Reading. 

10-15  minutes Spelling. 

10  minutes Language  forms. 

10-20  minutes Civics,  history,  geography. 

10-15  minutes Arithmetic. 

5-10  minutes Memory  selection. 

10-15  minutes Recreational  activities. 

IX 

Test  foe  Beginners  in  Americanization   Classes  of 

Wilmington,  Del. 

Pupil's  Name 

School Date 

Grade Teacher 


Delaware  3603 

Oral  Exercises 
Reading. 

Henry  was  a  tailor.  He  lost  his  job.  He  had  to  look  for  a 
new  job.  Henry  put  on  his  hat  and  coat  and  said.  "Grood  bye." 
He  walked  along  the  street  and  saw  the  foreman.  He  told  the 
foreman  that  he  had  five  years'  experience  as  a  tailor.  The  fore- 
man gave  Henry  a  job  as  a  cutter.  Henry  liked  the  new  job 
veiy  much.  He  worked  eight  hours  a  day  and  half  a  day  on 
Saturday.      His  wages  were  $30  a  week. 

Points         No.  of       Per  cent, 
allowed         errors  right 

Recognition  of  words 50      

Pronunciation 50      


Understanding  of  Meaning 

Signs: 

Danger.  Entraxce. 

Information.  Exit. 

Fire  Escape.  This  Way  Oft. 

Hands  Off.  Help  Wanted. 

Questions. 

Where  do  you  work?  How  long  have  you  had  your  present 
job?  What  work  do  you  do?  What  tools  do  you  use  in  your 
work  ?  Do  you  like  your  work  ?  How  long  have  you  been  in 
America  ?  Ts  your  family  in  Europe  ?  Do  you  want  to  go  hack 
to  Europe  and  see  your  familv  some  time  ? 
Directions. 

Lift  the  book  from  the  desk.  Open  the  book.  Hold  the  book 
in  your  right  hand.  Take  a  piece  of  paper  from  the  desk.  Put 
the  piece  of  paper  into  the  book.  Lay  the  book  on  the  desk.  Go 
to  the  blackboard.  Turn  to  the  right  Walk  slowly  to  the 
window.      Come  quickly  to  your  seat. 

Points         No.  of       Per  cent, 
allowed         errors  right 

Signs 8      

Questions 8 

Directions 11 


3604  Citizenship  Traixing  ix  Other  States 

Thnne   Vocohulary   (Reproduction   of  2). 
Tell  what  you  do  when  you 

1.  Wash  Tour  hands. 

2.  Get  a  drink  of  water. 

3.  Make  a  fire. 

4.  Go  to  the  doctor, 

5.  Come  to  school. 

6.  Take  a  bath. 

7.  Deposit  money  in  the  bank. 


Points         Xn.  of       Per  rpnt. 
allowofl         errors  ri"ht 


Use  of  languiige 50 

Pronunciation 10 


Amekicax  IxsTirrTioxs 
Tell  five  thino:s  that  you  have  learned  about  America  this  term. 

Points  allowed   5 

Xumber  of  errors   

Per  cent,  right 


Written  Exercises 


Composifion. 

1.  Write  your  name  and  address. 

Points  allowed    

Xumber  of  erroi-s    

Per  cent,  right   


2.    Address  a  letter  to  Mr.  .Tame?  Smith,  146  Market  street, 
Wilmington,  Delaware. 

Points  allowed   3 

Number  of  errors    

Per  cent,  right 


Spelling. 


IS 

go 

was 

take 

has 

are 

write 

gave 

school 

can. 

Points  allowed   10 

Number  of  errors 

Per  cent,  right 


Delaware  3605 

Dictation. 

Dear  Sister: 

Your  letter  came  today.      I  was  glad  to  get  it.      We  are  all 

well. 

Mother  and  I  will  c-ome  to  seo  you. 

Your  liroiher, 


Points         No.  of       Per  oent. 
allowed         errors  riglil 

■2:>      


Spelling 

Form <> 


Test  foe  I.\termediate  Grade  Amkricanizatiox   Classes  of 

WiL:\rrNGTON.  Del. 

Pupil's  ISTame 

School Date 

Grade Tenelicr 

Oral  Exekoises 
R  fading. 

Mr.  ISTelson  and  his  family  came  to  America  from  Europe  ten 
years  ago.  They  landed  in  Philadelphia.  Mr.  Xelson's  brother 
came  to  meet  them  and  took  the  Xelson  family  home  with  liini. 

Mr.  Xelson  soon  found  a  job  in  a  factoiy  and  rented  a  tivt^- 
room  flat  for  his  family.  He  worked  haixl  and  became  an  experi- 
enced operatoi-.  He  earned  $8  a  day  and  was  able  to  save  some 
of  his  money. 

One  day  Mr.  Xelson  read  this  advertisement  in  the  newspaper: 
"FOli'  SALE  —  6-room  house  —  all  improvements — 20  minutes' 
ride  from  the  city;  price,  $3,000.'' 

On  Saturday  he  and  his  wife  went  to  look  at  the  house.  They 
liked  it  ver\'  much.  The  roouLs  were  light  and  sunny.  There 
was  a  good  school  nearby.  He  paid  a  dej)osit  on  the  house  and 
bought  it.  I'he  Xelson  family  Avere  very  happy  in  their  American 
home. 


3606  Citizenship  Training  in  Other  States 


Points         No.  of       Per  cent, 
allowed         errors  right 


Recosrnition  of  words "5 


'b 


Pronunciation ^^ 


Understanding  of  Memiing. 

Explain  the  meaning  of  the  fallowing  eixpressions ; 

1.  Came  to  America  from  Europe. 

2.  Ten  years  ago. 

3.  Came  to  meet  them.  , 

4.  Found  a  job. 

5.  Rented  a  house. 

6.  Became  an  experienced  operator. 

7.  Advertisement. 

8.  All  improvements. 

9.  Light  and  sunny. 
10.  Paid  a  deposit. 

Signs. 

Fire  Exit. 

For  Rent. 

Telephone  Pay  Station. 

Spitting  on  the  Floor  Prohibited, 

Beware  of  the  Dog. 

Fire  Alarm. 

Private. 

N'o  Trespassing. 

Questions. 

Where  were  you  bom  ?  How  long  have  you  been  in  America  ? 
Do  you  live  with  relatives  or  straiigcn-s  ?  Are  your  parents  living  ? 
What  is  your  occupation  ?  How  much  experience  have  you  had 
at  it?  Who  is  your  employer  now?  For  whom  did  you  work 
before?      Whose  name  cau  you  give  for  a  reference? 

Points         No.  of       Per  cent, 
allowed         errors  right 

Signs 10      

Phrases 10      

Questions 9      


Delaware  3G07 


Theme  Vocabulary   (Reproduction  of  any  2). 

1.  At  the  restaurant. 

2.  My  family. 

3.  Buying  a  pair  of  shoes. 

4.  Going  to  the  teacher. 

5.  Going  to  work. 
G.  My  job. 


Points         No.  of       Per  cent, 
allowed         errors  right 


Use  of  language 50 

Pronunciation 25 


American  Institutions  and  Ideals 
Who  make  the  laws  in  the  United  States  ?     What  can  the  people 
of  the  United  States  do  to  get  good  laws?     Tell  three  things  that 
the  city  of  Wilmington  does  for  the  people  who  live  in  the  city. 

Points  allowed   7 

Number  of  erix)rs 

Per  cent  rie'ht    


'to' 


Wkitte^^  Exeroises 
Wi'ite  your  name  and  address. 

Points  allowed    7 

Number  of  erroi's 

Per  cent,  right 

Spelling. 

Iftter  time  may 

could  night  brought 

hour  street  money 

check 

Points  allowed    10 

Number  of  eriois 

Per  cent,    right 


3608  CiTiZEXSHip  Teaixixg  in  Othek  States 

Dniation. 

146  Market  Street, 

Wilmington,  Delaware,  May  2,  1919. 
j\rr.  John  Smith, 

106  Fourth  Street, 

Wilmington,  Delaware. 
D' Aii   Sir: 

Will  you  please  send  me  as  soon  as  pos-Ible  a  price  list  of  your 
goods  i 

Very  truly  yuurs. 


Points         No.  of       Per  cent. 

alloufd         errors  riulii 


Spelling 40 

Form 10 


Composition. 

Address  the  envelope  in  which  vou  would  seiid  this  letter. 

Points  allowed   7 

Xuuiber  of  errors 

Per  cent,  right 


'&' 


1.   Write  a  postal   card  that  you  would  send  to  yotir  teacher 


telling  her  why  you  had  ro  he  away  from  school. 


Points  Xo.  of       Per  cent, 

alloweil         errors  right 


Composition .'.() 

S[)elling' 


•2:> 


2.   Fill  the  blanks  with  the  correct  words: 

(1)  Yesterday  I  to  see  mv  friend. 

(go  —  went) 

(2)  The  foreman  me  a  job. 

(give  —  gives) 

(3)  I  conu'  home  work  at  half  jKist  four  o'clock. 

Points  allowed    3 

Xumber  of  errors 

Per   cent,    right 


Delaware  3609 

3.  Write  separate  sentences  using  each  of  the  following  words : 

(1)  Medicine. 

(2)  Conductor. 

Points  allowed   10 

Number  of  errors 

Per  cent,   right 


Test   for  Advance   Grade   of  Amekkaxization,   Classes  of 

WiLMTNGTOX.    DeL. 

Pupil's  X«ine 

School Date 

Grade Teacher 

Oral  Tests 
Reading. 

The  United  States  of  America  is  a  free  nation  governed  by 
its  citizens.  When  a  man  becomes  a  citizen,  he  helps  to  make 
the  laws  of  the  countrv  and  to  sav  how  thev  shall  be  administered. 
He  does  this  by  voting  for  representatives  to  make  the  laws  and 
for  executives  to  see  that  the  laws  are  carried  out. 

The  right  to  vote  is  a  great  privilege  that  is  given  to  every 
citizen  who  proves  himself  worthy  of  it.  The  voter,  by  the 
mark  he  puts  on  his  ballot,  determines  what  officers  shall  be 
responsible  for  the  welfare  of  the  whole  community,  in  such  mat- 
ters as  protection,  public  health  and  education. 

It  therefore  follows  that  the  kind  of  public  service  we  receive 
depends  upon  the  people  for  whom  we  vote.  If  the  citizens  of 
the  United  States  want  the  right  kind  of  government,  they  must 
vote  for  the  right  kind  of  representatives. 

Points         No.  of       Per  cent, 
allowed         errors  right 

Recognition  of  words 100      

Pronunciation 100      


Understanding  of  Meaning. 

Explain  the  meaning  of  the  following: 

1.  Free  nation. 

2.  How  the  laws  shall  be  administered. 

3.  Representatives. 


3610  Citizenship  Training  in  Other  STAtES 

4.  Executives. 

5.  Great  privilege. 

T).  Proves  himself  worthy. 

7.  Ballot. 

8.  Determines  what  officers  sh;i]l  be  responsible. 

9.  Welfare. 
10.  Community. 

Explain  briefly  in  your  own  words  the  meaning  of  the  reading 
selection. 

Questions. 

What  are  two  kinds  of  banks  found  in  the  United  States?  Tell 
what  each  is  useful  for.  Why  are  private  banking  institutions 
often  dangerous?  What  are  two  safe  ways  of  investing  money? 
What  are  the  advantages  of  each  ? 


Entire  selection 

Phrases   

Questions 


Poi 

alio 

nts 
10 

9 

No.  of 

errors 

Per 

ri 

cent. 
Sht 



Civics. 

1.  Give  five  advantages  of  American  citizenship. 

2.  Give  five  responsibilities  of  American  citizenship. 
•'!.   What  is  the  Constitution?     How  can  it  be  chanced? 
4.   What  is  Congress?     Giv(^  two  jxnvers  of  Congress. 

Points  allowed    14 

Xumber  of  errors 

Per  cent,  right 


Written  Exkkcires 
C  01)1  position. 

1.   Wi-ite  the  following: 

Name 

Address    

Present  EmploytM- 

Points  allowed 

Xumber  of  errors 

Per  cent,  right 


Delaware 


3611 


2.  Write  the  letter  that  you  would  use  to  answer  the  following 
advertisement:  WANTED: — An  experienced  machinist. 
Reference  required.  Ap})ly.  Harlan  and  Hollingsworth, 
Front  Street,  Wilmington,  Delaware. 


Composilioji 
Spelling    .  .  , 
Form    


Points 
allowed. 

No.  of 
errors 

Per  cent. 

right 

To 

>     >     •     •     •    • 

2.-) 

1.". 

3.  Addiess  the  envelope  used  in  mailing  the  letter. 
Spelling. 

company  complaint  factory 

contain  department  Wednesday 

personal  obtain  together 

intend  sincere  receive 

friend  regards  nece.^sary 

vacation  news])aper 

during  property 

Points  allowed   20 

]Sruml)er  of  errors 

Per  cent,  right 

Die  tut  ion. 

Letter  of  Complaint. 

The  American  Exjucss  Co. 
140  -Market  St. 
Wilmington,  Delaware. 
Gentlemen : 

On  January  2.  1916.  I  deposited  with  yon  $25.00  to  be 
forwarded  to  my  brother.  John  Jaco])s  in   Minsk,  Russia. 

T  received  word  today  that  tbe  money  lias  not  been  received 
by  bini. 

Kindly  investigate  and   lot  me  hear  from  you  as  soon  as 
posisible. 

Very  truly  yours. 

Harry  Jacobs. 

Points  allowed 55 

-dumber  of  errors 

Per  cent,  right 


3612  Citizenship  Training  in  Othee  States 

Grammar. 

1.  Write  the  word  that  means  more  than  one  (plural)  of  the 
following  nouns: 

table  c^hild 

lady  man 

loaf 

Points  allowed    5 

Number  of  errors 

Per  cent,  right 


2.  Fill  blanks  with  the  correct  prepositions: 

(1)  Mr.     Smith     received     a     reference    his 

employer. 

(2)  The  floor  is us. 

(3)  He  was  grateful his  friend his 

kindness. 

(4)  The  sihip  sailed the  ocean. 

Points  allowed   5 

Number  of  errors 

Per  cent,  right 


^fe'^ 


3.  Fill  blanks  with  the  correct  part  of  the  verb: 

(1)  Next  summer  I to  New  York,      (go) 

(2)  Last    week    I    a    letter    to    my    brother. 

(write) 

(3 )  When  did  you your  suit  ?      (buy) 

(4)  The    man     not     in     school    last    night. 

(am  or  be) 

(5)  Before   the   war    the   nuin    $4.00   a   day. 

(earn) 

Points  allowed    5 

Number  of  errors 

Per  cent,  right 


'>?' 


Directions  for  Conducting  Tests  in  the  Americanization 

Classes  of  Delaware 

Method  of  Conducting  Test 

1.  Use  a  separate  set  of  papers  for  each  pupil  tested. 

2.  B©  sure  that  the  name,  school  and  giade  is  placed  on  each 

pupil's  papers. 


Delaware  3G13 

3.  Use  separate  paper  that  will  l)e  provifled  for  the  jnirpose 

for    written    work    and    the    envelopes    for    addressing 
exercises. 

4.  Conduct  as  a  class  exercise  the  written  work  indicated  belew: 

(1)  Writing  of  names  and  addresses. 

(2)  Spelling. 

(3)  Dictation. 

(4)  Addressing  of  envelopes. 

(5)  Writing  of  postal  cards. 

(6)  Elliptical  sentences. 

5.  Conduct  as  individual  oral  exercises — apart  from  the  group 

so  that  the  recitation  of  one  pupil  will  not  give 
assistance  to  others  in  the  class  —  the  following: 

(1)  Reading. 

(2)  Explanation  of  meaning  of  phrases  and  signs. 

(3)  Answering  of  questions. 

(4)  Reproduction  of  themes. 

(5)  Understanding  of  American  institutions  and  ideals. 

System   of  Marling 
Reading. 

Check  over  a  word  indicates  error  in  recognition  of  word. 
Circle  around  word  indicates  an  error  in  pronunciation. 

Meaning  of  Phrases  and  Signs,  Ansiver  to  Questions,  Civws. 
Check  after  expression  or  over  it  indicates  an  error. 
Letter  (r)   after  expression  indicates  the  correct  answer. 

Theme  Reproduction. 

Errors  in  language  and  pronunciation  are  to  be  noted  bv  the 
examiner  as  the  pupil  reeites  and  number  of  each  placed  beside 
each  of  the  themes  produced.  The  total  number  of  eiTors  is  to 
be  recorded  in  the  proper  place  at  the  end  of  this  question. 

Marking  of  Written  Work. 

Check  will  be  used  to  indicate  each  error  in  written  work. 
The  total  number  of  en-ors  made  is  to  be  placed  at  the  end  of  each 
exercise.      (Spelling,  6;  Composition,  5;  etc.) 


3614  Citizenship  Training  in  Other  States 

X 

Certificate  of  Grading  Delaware  Americanization  Classes 

For  Term  Ending 

Name 

Xationality LireniTe  or  Illiterate 

School  Attended   Grade Xiijhts  Present 

Estimaie  of  PiipiVs  AhiUfy 

To  Speak  English   

To  Understand    English    

Following  Directions.      Answering  Questions. 
To  Head  English ^ 

Recognition  of  Words.     Understanding  of  Meaning.     Pro- 
nunciation. 
To  write  Enolish 

Spelling.     Dictation. 

Composition  (Letter  Form)   Penman-^hip 

To  understand  Ideals  and  Institutions  of  America 

Piecommended  to  Grade 


Teacher. 

XI 

Evening  School  Teacher's  Home  Visiting  Kecord 

Date  of  Vl^it 


Name  of  Person  Visited    

Address   

School  Attending Xuiuhor  \igh!s  Absent 

Cause  of  Absence 

Will  He  Return  (      WIhmi  (      

Remarks:    

J'cacher. 


Delawaeb 


3615 


xn 

Analysis  of  Losses  from  Delaware  AMERiCAiSriZATioN  Classes 

February  to  Jtji^e,  1919 
discharged  after  regular  attendance 


Discharged 

after 

irregular 

attendance 

Attended 

less 

than 

three 

weeks 

Attended 

85  per 

cent  of 

sessions 

more 

than  three 
weeks 

Attended 
95  per  cent 
of  sessions 

more 

than  three 

weeks 

Total 

discharged 

after 

regular 

attendance 

Total 
discharges 

Number  of  pupils 

Average  number  of  ses- 
sions present 

191 
13.9 
8.3 
22,2 

22  (18%) 
33  (28%  ) 

23  (ig'',) 

30  (25":;; ) 

3  (25% ) 
3  (4%) 
3  (2.5%) 

97 
6.2 
.5 
6.7 

2 
9 
6 
3 

1 
3 

1 

56 

21.6 

3.9 

25  6 

17 
7 
5 
7 

1 
2 
0 

62 

22.5 

1.2 

23.7 

22 
11 

3 

6 

1 
0 

u 

215 
15 

1.5 
16.5 

41  (38%) 

27  (25%) 

14  (13%) 

16  (15%) 

3(2.8%) 

5  (4.7%) 

1  (.9%) 

406 
14.4 

Average  number  of  ses- 
sions absent 

4.7 

Average  number  of  ses- 
sions enrolled 

Reasons  for  dropping  out 
in    226    cases    investi- 
gated: 

Removal  from  city 

Employment  conditions. 

sickness 

19.2 

63  (28%,) 
60  (27%) 
37  (16%) 

Other  interests 

46  (20%) 

Transfer.  .  .  . 

6  (2.6%) 

Returning  to  old  country 
Discouragement 

10  (4.4%) 
4  (1.8%) 

Total  cases  investi- 
gated   

119 
72 

25 
72 

39 
17 

■43 
19 

107 
108 

226 

Not  investigated 

180 

Total  dischaiges 

191 

97 

50 

62 

215 

406 

XIII 

Analysis  of  Causes  of  Absence  of  Pupils  Who  Returned  to 
Delaware  Americanization  Classes  as  a  Result  of  Even- 
ing School  Teacher's  Home  Visit 

Number  of  pupils  who  returned 132 

Xuraber  of  calls  made  on  these  pupils 102 

Average  length  of  pupils'  absence  just  prior  to  cull .  0.4  days 


Xiimber 
Cause  of  absence 

Xight   work    and   overtime 

Unemployment    

Other  interests  (gardening,  repairing  :ind  deco- 
rating houses,  boarders,  etc.) 

Sickness  of  self  or  family 

I  ndifference 

Vot  home  when  called  upon 


a'l.sent 

Per  cent. 

38 

28.7 

4 

9 

28.3 

34 

25.7 

1 

5.3 

12 

?- 

CHAPTER  VIII 

Florida 

W.  ISr.  Sheats,  Superintendent  of  Fublic  Instruction,  Talla- 
hassee. Letter,  October  27,  1919.  "'Laws  Relating  to  Edu- 
cation, enacted  hv  the  Florida  Legislature  of  1917  and  1919." 
Complete  digest  of  laws  not  available. 

1.    State     Legislation.      Compulsion    for    Minors    and    Minors    of 

Employment  Age 

Compulsory  School  Attendance.     Chapter  7808 

AN  ACT  to  Provide  for  Compiilsorv  School  Attendance  in  the 
State  of  Florida  of  All  Children  Between  Certain  Ages, 
and  Requiring  Eveiy  Parent,  Guardian  or  Other  Person 
Having  the  Custody,  Control  or  Charge  of  Children  to  Send 
Such  Children  to  School;  to  Provide  for  the  Means  of 
Enforcement  of  This  Act,  and  Penalties  for  Violations 
Thereof. 

Be  it  enacted  hy  the  Legislature  of  the  State  of  Florida: 
Sarduns  and     Sectioii  1.   That  froui  and  after  July  1,  1919,  eveiy 
children'*  tl*'*'*  parent,   guardian  or  other   person  having  citizenship 
***'°"**  within  the  State  of  Florida,  having  the  custody,  con- 

trol or  charge  of  any  child  or  children  within  the  State 
of  Florida  between  the  ages  of  seven  and  sixteen  years, 
both  inclusive,  ^all  cause  said  child  or  children  to 
attend  a  public  or  private  school  each  year  for  a  term 
or  period  of  not  less  than  substantially  the  number  of 
days  the  public  or  private  school  which  said  child 
attends  is  held  annually  in  the  district  in  which  the 
school  is  located  or  in  which  such  child  or  children 
may  reside;  Provided  that  any  child  may  be  taught 
by  parent  or  guardian  upon  written  authority  from  the 
County  Suj>erintendent  of  Public  Instiniction  of  the 
county  in  which  they  reside;  the  County  Superintend- 
ent of  Public  Instruction  being  hereby  authorized  to 
grant  such  i)ermiiSsion  only  in  cases  of  necessity,  whidi 
permission  yhall  not  extend  for  a  period  of  time  beyond 
the  end  of  the  current  school  year,  and  in  cases  where 
such  authority  is  granted  the  said  dhild  shall   report 

[3616] 


Florida  3617 

to  the  County  Superintendent  of  Public  Instruction, 
or  some  person  de-signated  by  him,  for  examination  in 
the  work  covered,  at  least  twice  a  year,  and  if  the 
County  Superintendent  of  Public  Instruction  shall 
determine,  after  such  examination  that  any  child  has 
not  been  properly  taught,  he  shall  revoke  the  authority 
of  the  parent  or  guardian  to  teach  such  child,  and  shall 
require  said  parent  or  guardian  having  the  custody, 
control  or  charge  of  said  child  to  cause  said  child  to 
attend  a  public  or  private  sohool  for  the  remainder  of 
tho  said  school  year;  and  if  any  parent,  guardian  or 
other  person  having  the  custody,  control  or  charge  of 
any  child  shall  fail  to  comply  with  the  order  of  the 
County  Superintendent  of  Public  Instruction  he  shall 
be  liable  to  the  penalties  hereinafter  provided.  Pro- 
vided, that  in  the  following  enumerated  cases  all  chil- 
dren between  the  ages  of  seven  and  sixteen  years,  both 
inclusive,  shall  be  exempt  from  the  provisions  of  this 
Act: 

First.     Any    child   who   is   mentally   or    physically  chTw/'en 
incapacitated   to   perform   school    duties ;    satisf actoiy  jThj"  uaiVv  in- 
proof  of  such  incapacity  to  be  submitted  to  the  Attend-  '^^i'^'^""^'^'^- 
ance  Officer. 

Second.  Any  child  who  has  satisfactorily  com-  J^nipieted^ 
pleted  the  eight  grammar  school  grades,  as  prescribed  |rade™.^'' 
by  the  State  Course  of  Study  of  this  state,  or  a  course 
of  study  adopted  by  any  county  or  private  school  or 
tutor,  or  the  equivalent  of  such  eight  grades  completed 
in  another  state,  and  holding  a  certificate  of  having 
completed  such  grades,  signed  by  the  principal  of  the 
school  under  whom  completed  and  countersigned  by 
the  County  Superintendent  of  Public  Instruction  of 
the  county  in  which  said  grade  was  completed. 

Third.     Any  child  whose  services  are  necessary  for  ^^ce'l^^needed 
the  support  or  assistance  of  a  widowed  mother  or  other  family."""'*  °' 
person   dependent  upon  said   child   for   support;   said 
dependency  to  be  proven  by  affidavit  of  the  dependent 
person   and   at   least   two   other   affidavits   as   to   such 
dependency  by  disinterested  persons  not  related  to  said 
child  or  dependent,  and  such  other  proof  as  may  be 
required  by  and  is  satisfactory  tc  the  attendance  officer 
having  authority  to  grant  exemptions. 
114 


36 18  CitizEjN"ship  TRAinfiisQ  IN  Otheb  States 

p^mtiornot       Fourth.     Any  child  between  tlie  ages  of  seven  and 
furnished.       ninc  jeaps,  inclusive,  wlio  resides  more  than  two  miles 
from  any  school,  and  any  child  from  ten  to  sixteen  years 
of  age  who  resides  more  than  three  miles  from  any 
school,  unless  free  transportation  is  fui'nished. 
^c.^^anno?'^'     Fifth.     Any  child  whose  parent,  guardian  or  other 
proMce    oo  s,  ^^gj,gQj^  haviug  the  custody,  control  or  charge  of  said 
child  can  make  satisfactoiy  proof  that  he  or  she  is 
unable  to   provide  the  necessary  books   and   clothing, 
unless  said  necessary  books  and  clothing  shall  be  fur- 
nished by  some  other  means  to  said  child. 
m""s"''^  Sixth.     Any  unusual  cause  acceptable  to  the  attend- 

ance officer  for  the  district  in  which  the  school,  public 
or  private,  which  any  child  is  required  to  attend  is. 
located;  Provided  that  request  for  excuse,  setting  forth 
the  cause,  be  made  in  writing  by  the  parent,  guardian 
or  other  person  having  the  custody,  control  or  charge 
of  said  child,  such  request  to  be  filed  within  two  days 
after  the  first  dav's  absence. 

2.     State  Legislation.    ±'lags 

*'  Laws  Relating  to  Education"  1917  and  1919.    Chapter  7369. 

Flag  Laiu. 

Section  1.  The  flag  of  the  United  States  of  America  shall 
be  displayed  daily,  when  the  weather  permits,  from  a  staff  upon 
the  State  Capitol,  county  courthouse,  upon  one  building  of  each 
state  educational  institution,  and  upon  every  county  public  school 
building,  except  when  the  institution  or  school  is  closed  for 
vacation. 

Section  2.  It  shall  be  the  duty  of  the  officer  or  officers  charged 
with  the  maintenance  or  upkeep  of  said  buildings  to  provide 
suitable  flags  and  cause  them  to  be  displayed,  the  expense  to  be 
borne  out  of  the  funds  provided  for  the  upkeep  and  maintenance 
of  said  buildings  mentioned  in  section  one  of  this  Act. 

3.     Letter  from  W.  N.  Sheats,  Superintendent  of  Public  Instruc- 
tion, Tallahassee,  October  27,  1919: 

"I  do  not  know  of  any  schools  in  this  state  now  which 
give  facilities  for  the  education  of  adult  foreigners." 


CHAPTER  IX 

Georgia 

M.    L.    B'eittain-,    State    Superintendent    of    Schools,    Atlanta. 
Letter  October  27,  1919.     School  Code,  1919. 

1.  State  Legislation  —  Compulsion  for  Minors 
Georgia  School  Code  —  1919.     Article  XI 
Duly  of  Parent  and  Guardian.     Enrollment  and  Attendance  of 

Child.    Excuse  of  Absences 
Section  171.     Every  parent,  guardian  or  other  person  having 
charge  and  control  of  a  child  between  the  ages  of  eight  and  four- 
teen years,  who  is  not  exempted  or   excused    as   hereinafter    pro- 
vided, shall  cause  said  child  to  be  enrolled  in  and  to  attend  con- 
tinuously for  six  months  of  each  year  a  public  school  of  the  district 
or  of  (Atj  or  iowa.  in  which  the  child  resides;  which  period  of 
attendance  shall  commence  at  the  beginning  of  the  first  term  of 
said  school  in  the  year.     Such  attendance  at  a  public  school  shall 
not  be  required  where  the  child  attends  for  the  same  period  some 
other  school  giving  instruction  in  the  ordinary  branches  of  English 
education,  or  has  completed  the  seventh  grade  of  school  work  as 
prescribed  by  the  state  board  of   education,    or   where,    for   good 
reasons,  the  sufficiency  of  which  shall  be  determined  by  the  board 
of  education  of  the  county  or  of  the  city  or  towm.  in  which  the  child 
resides,  the  said  board  excuses  temporarily  the  child  from  such 
attendance,  such  boards  authorized  to  take  into  consideration  the 
seasons  for  agricultural  labor  and  the  need  for  such  labor,  in  exer- 
cising their  discretion  as  to  the  time  for  which  children  in  farm- 
ing districts  shall  be  excused.    Provided,  that  no  guardian  shall  be 
compelled  to  send  such  child  or  children  to  school  out  of  any  other 
than  the  funds   belonging   to   the   ward    or    wards.      Temporary 
absence  of  any  child  enrolled  as  a  pupil  may  be  excused  by  the 
principal    or  teacher    in   charge   of   the    school,    because   of   bad 
weather,  sickness,  death  in  the  child's  family,  or  other  reasonable 
cause. 

Penalty     for    Non-Compliance.       Suspension     of     Punishment. 

Notice  Board 

Section  172.     Any  parent,  guardian  or  other   person   who  has 

charge  and  control  of  a  child  between  the  ages  aforesaid,  and  who 

wilfully  fails  to  comply  with  the  foregoing  requirements  shall  be 

guilty   of   a   misdemeanor,    and   on   conviction   thereof   shall   be 

[3619] 


3620  Citizenship  Tkaining  in  Other  States 

punished  by  a  fine  not  to  exceed  ten  dollars  for  the  first  offense, 
and  not  1o  exceed  twenty  dollars  for  each  subsequent  offense,  said 
fines  to  include  all  costs;  but  the  court  trying  the  case  may,  in  its 
discretion,  suspend  enforcement  of  the  punishment,  if  the  child  he 
immediately  placed  in  attendance  at  a  school  as  aforesaid,  and 
may  finally  remit  the  same  if  such  attendance  has  continued 
regularly  for  the  number  of  months  hereinbefore  prescribed  for 
attendance.  School  attendance  may  be  proved  by  an  attested 
certificate  of  the  principal  or  teacher  in  charge  of  the  school.  Xo 
person  shall  be  prosecuted  for  violation  of  the  foregoing  require- 
ments unless  the  board  of  education  of  the  country  or  municipality 
in  which  the  person  accused  of  such  violation  resides  shall  have 
caused  to  be  served  upon  the  accused,  at  least  ten  days  before  pros- 
ecution, a  written  notice  of  the  charge  with  the  name  of  the  child 
to  which  it  refers.  Any  person  so  notified,  not  previously  con- 
victed of  violation  of  this  act  as  to  the  child  referred  to  in  said 
notice,  may  prevent  prosecution  on  the  charge  set  out  therein,  by 
giving,  at  any  time  before  such  prosecution  is  instituted,  a  bond  in 
the  penal  sum  of  fifty  dollars  payable  to  the  ordinary  of  the 
county,  with  security  to  be  approved  by  the  ordinary,  conditioned 
that  the  said  person  shall  thenceforth  faithfully  comply  with  the 
requirements  of  this  section  as  to  the  said  child.  Each  day's  will- 
ful failure  of  a  parent,  guardian  or  other  person  in  charge  and 
control  of  a  child  as  aforesaid,  after  the  expiration  of  ten  days 
from  such  notice,  to  cause  the  child  to  attend  school,  when  such 
attendance  is  required  by  this  section,  shall  constitute  a  separate 
offense.  In  prosecutions  under  this  section  the  exemptions  and 
excuses  herein  provided  for  shall  be  matters  of  defense  to  be 
established  by  the  accused,  and  need  not  be  negatived  in  the  in- 
dictment or  accusation. 

Duties  of  Boards  of  Education  and  Teachers 
Section  173.  It  shall  be  the  duty  of  the  county  and  municipal 
boards  of  education  to  investigate  as  to  the  attendance  and  non- 
attendance  of  children  required  by  this  section  to  attend  the 
schools  under  their  supervision,  and  it  shall  also  be  their  duty  to 
institute  or  cause  to  be  instituted  prosecutions  against  persons 
violating  this  section.  It  shall  be  the  duty  of  the  principal  or 
teacher  in  charge  of  any  public  school,  in  which  pupils  between 
the  ages  of  eight  and  fourteen  years  of  age  are  instructed,  to  keep 
an  accurate  record  of  the  attendance  of  such  pupils,  and  at  the  end 


Georgia  3621 

of  each  montli  to  make  a  written  report  of  the  same  to  the  board  of 
educatioD  having  supervision  of  the  school,  and  to  note  therein  ex- 
cused absences  and  the  reasons  therefor. 

Attendance  Officer  ' 

Section  174.  Each  county  and  municipal  board  of  education 
shall  employ  an  attendance  officer  whose  duty  it  shall  be  to  report 
to  the  board  of  education  failure  of  attendance  on  the  part  of 
pupils  between  the  ages  of  eight  and  fourteen  years.  For  this  serv- 
ice these  officials  shall  be  paid  not  less  than  one  dollar  nor  more 
than  three  dollars  per  day  during  the  time  employed  and  said  pay- 
ment shall  be  paid,  so  far  as  possible,  from  the  fees  collected.  The 
balance  due  shall  be  paid  from  the  school  funds  of  the  county  or 
local  system.  Any  board  or  local  school  system  failing  to  comply 
with  this  law  for  attendance  officer  shall  not  be  entitled  to  receive 
funds  from  the  state  treasury  until  it  is  shown  that  said  attend- 
ance officer  has  been  appointed  and  has  entered  upon  his  duties. 

IsTote.  The  state  board  of  education  has  decided  for  the  present, 
at  least,  in  order  to  be  sure  of  good  officials  and  to  save  the  boards 
as  much  expense  as  possible,  that  the  home  economics  agent,  the 
county  demonstration  agent  or  even  the  county  superintendent  of 
schools  may  serve  as  attendance  officer  and  further  that  a  county 
and  a  municipal  system  in  the  county  may  elect  the  same  person 
for  these  duties. 

The  attendance  officer  must  be  appointed,  make  regular  reports 
to  the  board  and  enter  upon  his  duties  for  the  protection  of  the 
children  of  the  municipality  or  county  before  funds  from  the  state 
treasury  can  be  sent. 

Fines  and  Forfeitures  a  Fart  of  School  Fund 
Section  175.  All  fines  imposed  hereunder  and  all  sums 
required  to  be  paid  as  penalties  under  bonds  given  under  this  sec- 
tion, shall,  after  payment  of  the  costs  of  prosecution  and  of 
recovery  thereof,  be  paid  into  the  county  treasury  and  become  a 
part  of  the  school  fund  of  the  county. 

Law  effective.  When 
Section  176.     The  provisions  of  this  act  shall  become  operative 
on  the  first  dav  of  January,  in  the  vear  nineteen  hundred  and 

twenty. 


8622  Citizenship  Training  in  Other  States 

Publication  of  Law 
Section  177.  It  shall  be  the  dutv  of  the  board  of  education  of 
each  county,  at  least  four  weeks  before  the  first  day  of  January 
following  the  adoption  of  this  section,  to  cause  this  section  to  be 
published  in  a  newspaper  of  the  county,  if  there  be  one,  and  to 
cause  copies  of  this  section  to  be  posted  at  the  court  house  of  the 
county  and  at  the  public  schools  thereof. 

2.  State   Legislation  —  Facilities    for   Minors   of   Employment   Age 

Georgia  School  Code  —  1919 
Section  106.  The  board  of  education  of  any  county  or  munici- 
pality shall  have  power  to  establish,  at  such  places  as  they  may 
deem  proper,  a  suitable  number  of  evening  or  part-time  schools 
for  the  instruction  of  youths  over  fourteen  years  of  age  who  are 
prevented  by  their  daily  vocations  from  attending  the  all-day 
schools,  subject  to  such  regulations  as  may  be  provided  by  the  state 
board  for  vocational  education. 

3.    Letters  from  Educators 

Letter  from  M.  L.  Beittain,  State  Superintendent  of  Schools, 
Atlanta,  October  27,  1919: 

"  The  number  of  foreigners  in  this  state  is  very  small. 
For  this  reason  there  is  not  much  necessity  for  any  organ- 
ized attempt  at  Americanization,  except  at  one  or  two  places. 
In  the  City  of  Savannah,  where  there  is  some  foreign  ele- 
ment, special  classes  have  been  formed  for  this  work." 

Letter  from  Caeleton  B.  Gilbson^  Superintendent  of  Schools, 
Savannah,  Xovember  3,  1919: 

''  The  only  Americanization  work  being  done  in  our 
schools  is  that  done  in  the  evening  classes  by  regular 
instructors,  and  a  special  personal  canvass  is  made  among 
all  who  have  applied  for  naturalization.  The  lists  of  appli- 
cants are  sent  us  by  the  Bureau  of  Naturalization,  and  every 
class  instructor  calls  on  each  one  personally.'^ 


CHAPTER  X 
Idaho 


1.  E.  A.  Bryan,  Commissioner  of  Education,  Boise.    Letter  October  31, 
1919: 

"  "Wliile  the  State  Board  of  Education  had  introduced 
into  the  Legislature  of  the  State  of  Idaho  at  its  1917  session 
tv\'o  bills  relating  to  Americanization,  neither  of  the  bills 
were  passed.  One  of  these  appropriated  a  certain  sum  of 
money  to  be  paid  out  of  the  state  treasury  in  the  promotion 
of  the  Americanization  of  foreigners.  The  other  permitted 
school  districts  to  expend  20  per  cent,  of  their  regular  state 
and  county  apportionment  on  schools  for  the  Americaniza- 
tion of  foreigners. 

"According  to  the  provisions  of  both  of  these  acts,  instruc- 
tion was  to  be  provided  for  not  less  than  100  teaching  hours, 
each  year,  for  Americanization  work  with  adult  foreigners 
between  the  ages  of  21  and  45  years  of  age.  These  acts 
contemplated  the  doing  of  the  Americanization  work  in  after- 
noon or  night  schools  (afternoon  schools  for  women),  the 
work  to  be  done  mainly  in  connection  with  high  schools  and  in 
the  main  the  teachers  to  be  provided  from  the  regular  staff 
for  high  school  instruction. 

"  We  have  in  this  state,  whose  population  is  very  largely 
American,  nevertheless  a  considerable  number  of  Chinese, 
Japanese,  Basques,  Finns,  Greeks,  Italians,  Mexicans,  as 
well  as  Germans  and  Scandinavians.  In  the  main  the  two 
latter  types  assimilate  well  with  the  public  school  population. 

''  We  have  made  a  provision  of  law  forbidding  the  giving 
of  instruction  in  any  foreign  language  except  in  the  foreign 
language  itself;  that  is  to  say,  we  would  forbid  the  teaching 
of  the  ordinary  common  school  branches  in  a  foreign  tongue 
but  would  permit  the  teaching  of  the  foreign  tongue. 

"A  considerable  amount  of  Americanization  work  is  being 
done  by  voluntary  members  of  women's  clubs  and  of  vai'ious 
high  schools  and  other  institutions  in  the  state." 

[3623] 


CHAPTER  XI 

Illinois 

Feaxcis  G.  Blair,  Superintendent  of  Public  Instruction,  Spring- 
field.    Letter,  October  28,  1919. 

1.  State   Legislation  —  Compulsion   for  Minors   and   for   Minors  of 

Employment  Age 

School  Law  of  Illinois — Circular  138  —  1919 
Section  274.  Every  person  having  control  of  any  child  between 
the  ages  of  seven  and  sixteen  years  shall  annually  cause  such  child 
to  attend  some  public  school  (or  some  private  school  in  which  the 
instruction  in  the  elementary  branches  of  education  is  in  the 
English  language)  for  the  entire  time  during  which  the  school 
attended  is  in  session,  which  shall  not  be  less  than  seven  months  of 
actual  teaching:  Provided,  however,  that  this  act  shall  not  apply 
in  case  the  child  has  been  or  is  being  instructed  for  a  like  period 
in  each  and  every  year  in  the  elementary  branches  of  education  by 
a  person  or  persons  competent  to  give  such  instruction,  which 
instruction  of  the  child  in  the  elementary  branches  of  education 
shall  be  in  the  English  language ;  or  in  case  the  child's  physical  or 
mental  condition  renders  his  or  her  attendance  impracticable  or 
inexpedient ;  or  in  case  the  child  is  excused  for  temporary  absence 
for  cause  by  the  principal  or  teacher  of  the  school  which  the  child 
attends ;  or  in  case  the  child  is  between  the  ages  of  fourteen  and 
sixteen  years  and  is  necessarily  and  lawfully  employed  during 
the  hours  when  the  public  school  is  in  session.  For  every  neglect 
of  the  duty  prescribed  by  this  section,  the  person  so  offending 
shall  forfeit  to  the  use  of  the  public  schools  of  the  city,  town,  or 
district  in  which  the  child  resides,  a  sum  not  less  than  five  dollars 
nor  more  than  twenty  dollars  and  costs  of  suit,  and  shall  stand 
committed  until  such  fine  and  costs  of  suit  are  fully  paid. 

2.  State    Legislation  —  Continuation    Schools   for   Minors   of 

Employment  Age 

School  Laws  of  Illinois,  1919 

An  Act  for  the  establishment  arid  maintenance  of  part-time  or 
continuation  schools  and  classes,  providing  for  the  control  and 
management  thereof  and  compulsory  attendance  of  pupils,  pre- 
scribing the  courses  of  instruction  therein,  providing  state  aid 
therefor,  and  providing  penalties  for  violations  thereof, 

t3624J 


lixiNOisi  3625 

Section  1.  Be  it  enacted  hy  the  people  of  the  state  of  Illinois, 
represented  in  the  General  Assembly :  That  part-time  or  continua- 
tion schools  or  classes  shall  be  established  and  maintained  as 
hereinafter  provided.  The  board  of  education  or  school  directors 
of  each  city  and  of  each  school  district  in  which  there  are  twenty 
or  more  minors  above  the  age  of  fourteen  years  and  below  the 
age  of  sixteen  years  who  are  not  in  regular  attendance  upon  all- 
day  schools,  shall,  and  in  other  cities  and  school  districts  they 
may,  beginning  in  September,  1921,  establish  and  maintain  part- 
time  or  continuation  schools  or  classes  in  which  minors  shall 
receive  instruction,  and  such  schools  or  classes  shall  on  and  after 
September  1,  1922,  be  established  and  maintained  in  each  city 
or  school  district  in  which  there  are  twenty  or  more  minors  above 
the  age  of  fourteen  years  and  below  the  age  of  seventeen  who  are 
not  in  regular  attendance  upon  all-day  schools,  and  such  schools 
or  classes  shall  on  and  after  September  1,  1923,  be  established 
and  maintained  in  each  city  or  school  district  in  which  there  are 
twenty  or  more  minors  above  the  age  of  fourteen  years  and  below 
the  age  of  eighteen  years  who  are  not  in  regular  attendance  upon 
all-day  sv^hools.  Such  schools  or  classes  shall  be  under  the  con- 
trol and  management  of  the  hoard  of  education  or  school  directors, 
as  the  case  may  be,  and  shall  be  a  part  of  the  public  school  system 
of  the  city  or  district  which  maintains  them. 

Such  part-time  or  continuation  schools  or  classes  shall  be  main- 
tained each  year  during  the  full  period  of  time  when  the  public 
schools  of  the  city  or  district  are  in  session.  The  sessions  of  such 
part-time  or  continuation  schools  or  classes  shall  be  on  the  regular 
business  days,  except  that  they  shall  not  be  held  on  Saturday 
afternoons. 

§  2.  Such  part-time  or  continuation  schools  or  classes  shall 
afford  instruction  in  any  one  or  in  anv  combination  or  in  all  of 
the  following  subjects:  (a)  Those  subjects  usually  taught  in  the 
public  schools,  so  as  to  permit  the  students  in  the  continuation 
school  classes  to  continue  their  education  from  the  point  where 
they  left  it  in  order  to  go  to  work ;  (b)  civic  and  vocational  sub- 
jects; and  (c)  those  subjects  which  supplement  the  daily  occupa- 
tions of  the  students. 

§  4.  Every  minor  between  the  ages  of  fourteen  and  eighteen 
years  who  is  regularly  and  lawfully  employed  in  some  occupation 
or  service,  unless  such  minor  has  completed  a  four-year  secondary 
course  of  instruction,  shall  attend  part-time  or  continuation  school 


3626  Citizenship  Training  in  Other  States 

or  class,  when  and  where  such  school  or  class  has  been  established 
and  is  maintained  for  the  instruction  of  minors  of  such  minor  age, 
in  the  city  or  district  in  which  such  minor  resides  or  may  be 
employed  after  such  school  or  class  has  been  established  therein. 
Such  attendance  shall  be  for  not  less  than  eight  hours  per  week 
for  at  least  thirty-six  weeks  each  year.  The  attendance  upon  a 
part-time  or  continuation  school  or  class  shall  be  between  the  hours 
of  eight  o'clock  in  the  forenoon  and  five  o'clock  in  the  afternoon 
on  regular  business  days  except  Saturday  afternoons.  The  time 
spent  in  a  part-time  or  continuation  school  or  class  by  a  minor 
shall  be  reckoned  as  a  part  of  the  time  or  number  of  hours  said 
minor  is  permitted  by  law  to  work.  A  minor  employed,  or  kept 
at  home,  in  the  service  or  assistance  of  any  parent,  guardian  or 
person  having  the  control  or  custody  of  such  minor  shall  be  con- 
sidered as  a  minor  lawfully  and  regularly  employed  in  some 
occupation  or  service. 

§  5.  Any  school  district  which  establishes  part-time  or  con- 
tinuation schools  or  classes  as  required  under  the  provisions  of 
this  act  and  in  accordance  with  the  rules  of  the  State  Board  for 
Vocational  Education  shall  be  entitled  to  reimbursement  from 
available  Federal  and  State  funds  to  an  amount  not  less  than 
one-half  of  the  salaries  of  all  teachers  of  such  part-time  or  con- 
tinuation schools  or  classes,  provided  that  if  the  amount  of  such 
federal  and  state  funds  shall  not  be  sufficient  to  reimburse  in 
full  the  amounts  so  due  such  district  for  such  purpose,  the  State 
Board  of  Vocational  Education  may  prorate  the  sums  available 
for  such  reimbursement  among  the  part-time  or  continuation 
schools  departments,  or  classes  entitled  to  such  reimbursement. 

§  6.  It  shall  be  the  duty  of  the  State  Board  for  Vocational 
Education  to  establish  standards  for  the  maintenance  of  such 
schools.  It  shall  prescribe  rules  and  regulations  for  the  adminis- 
tration of  this  Act  by  the  local  school  authorities,  concerning 
plant,  equipment,  courses  of  study  and  teachers,  and  shall  be 
authorized  to  expend  State  funds  appropriated  for  the  purpose 
of  this  Act  in  assisting  the  local  school  authorities  to  finance  such 
education,  and  shall  provide  State  inspection  and  supervision  of 
the  same.  It  shall  require  an  annual  report  from  each  subdivision 
regarding  its  administration  of  this  Act, 

§  7.  Every  parent,  guardian  or  other  person  having  the  custody 
or  control  of  a  minor  required  under  the  provisions  of  this  Act 
to  attend  a  part-time  or  continuation  school  or  class  shall  cause 


Illinois  3627 

such  minor  to  attend  such  school  or  class.  A  parent,  guardian  or 
other  person  who  refuses  or  wilfully  fails  to  comply  with  this 
provision  of  the  law  shall  be  deemed  guilty  of  a  misdemeanor 
and  upon  conviction  shall  be  subject  to  a  fine  of  not  less  than 
twenty-five  dollars  and  not  more  than  one  hundred  dollars. 

§  8,  Any  person,  finn  or  corporation  employing  a  minor  be- 
tween the  ages  of  fourteen  and  sixteen  years  required  under  the 
provisions  of  this  Act  to  attend  a  part-time  or  continuation  school 
or  class  shall  permit  such  minor  to  attend  such  school  or  class 
whenever  such  school  or  class  shall  have  been  established  in  the 
city  or  school  district  where  the  minor  resides  or  may  be 
employed;  and  any  such  person,  firm  or  corporation  wilfully 
violating  this  provision  shall  for  each  such  violation  be  subject 
to  a  fine  of  not  less  than  twenty-five  dollars  and  not  more  than 
two  hundred  dollai'S  for  each  oft'ense,  at  the  discretion  of  the 
court.  Any  person,  firm  or  corporation,  employing  any  such 
minor  who  fails  to  attend  part-time  or  continuation  school  or  class 
as  required  herein,  shall  immediately  discontinue  the  services  of 
such  minor  upon  receiving  from  the  school  authorities  written 
notice  of  the  failure  of  such  minor  to  attend  such  part-time  or 
continuation  school  or  class,  and  any  person,  firm  or  corporation 
wilfully  violating  this  provision  shall  be  subject  to  a  fine  of  fifty 
dollars  for  each  offense. 

§  9.  The  school  officials  charged  with  the  responsibility  of 
enforcing  the  compulsory  attendance  laws  of  this  State  shall  also 
be  responsible  for  the  enforcement  of  the  attendance  upon  part- 
time  or  continuation  schools  or  classes  in  accordance  with  the 
terms  of  this  act. 

§  10.  Nothing  in  this  Act  contained  shall  be  held,  deemed  or 
construed  as  having  any  application  to  chidren  or  minors  who 
attend  private  or  parochial  schools  or  to  children  or  minors  Avho 
are  receiving  educational  training  or  instruction  in  the  homes 
of  their  parents  or  guardians  either  by  said  parents  or  guardians 
or  by  private  tutors  provided  by  said  parents  or  guardians. 

Approved,  June  21,  1919. 

An  Act  to  amend  section  274  of  an  Act  entitled  "An  Act  to  estab- 
lish and  maintain  a  system  of  free  schools,"  approved  and  in 
force  June  12,  1909. 
Section  1.  Be  it  enacted  by  the  People  of  the  State  of  Illinois, 

Tepresented  in  the  General  Assembly :    That  section  274  of  an  act 


8628  Citizenship  Training  in  Othee  States 

entitled  "An  act  to  establisli  and  maintain  a  system  of  free  sckools," 
approved  and  in  force  June  12,  1909,  as  amended,  be  and  the 
same  is  hereby  amended  so  as  to  read  as  follows: 

§  274.  Every  person  having  control  of  any  child  between  the 
ages  of  seven  and  sixteen  years,  shall  annually  cause  such  child  to 
attend  some  public  or  private  school  for  the  entire  time  during 
which  the  school  attended  is  in  session,  which  shall  not  be  fewer 
than  seven  months  of  actual  teaching:  Provided,  Jioivever,  that 
this  act  shall  not  apply  in  case  the  child  has  been  or  is  being 
instructed  for  a  like  period  in  each  and  everv  vear  in  the  ele- 
mentary  branches  of  education  by  a  person  or  persons  competent 
to  give  such  instruction,  or  in  case  the  child's  physical  or  mental 
condition  renders  his  or  her  attendance  impracticable  or  inex- 
pedient, or  in  case  the  child  is  excused  for  temporary  absence  for 
cause  by  the  principal  or  teacher  of  the  school  which  said  child 
attends,  or  in  case  the  child  is  between  the  ages  of  fourteen  and 
sixteen  years  and  is  necessarily  and  lawfully  employed  during 
the  hours  in  which  the  public  school  is  in  session ;  and,  provided 
further,  in  all  districts  where  part-time  continuation  schools  are 
established  all  children  in  employment  between  fourteen  and  six- 
teen years  of  age  shall  attend  such  continuation  schools  for  at 
least  eight  hours  each  week  during  the  period  such  schools  are  in 
session.  For  every  neglect  of  the  duty  prescribed  by  this  section, 
the  person  so  offending  shall  forfeit  to  the  use  of  the  public  schools 
of  the  city,  town  or  district  in  which  such  child  resides  a  sum  not 
less  than  five  dollars  nor  more  than  twenty  dollars  and  costs  of 
suit,  and  shall  stand  committed  until  such  fine  and  costs  of  suit 
are  paid. 

Approved,  June  28,  1919. 

3.  State  Legislation  —  English  Language 

School  Law  of  Illinois,  1919 
Section  276a.  Because  the  English  language  is  the  common  a5 
well  as  the  official  langmige  of  our  country,  and  because  it  is 
essential  to  good  citizenship  that  each  citizen  shall  have  or  speedily 
acquire,  as  his  natural  tongue,  the  language  in  which  the  laws 
of  the  land,  the  decree  of  the  courts,  and  the  proclamations  and 
pronouncements  of  its  officials  are  made,  and  shall  easily  and 
naturally  think  in  the  language  in  which  the  obligations  of  his 
citizenship  are  defined,  the  instruction  of  the  elementary  branches 


Illinois  3629 

of  education  in  all  schools  in  Illinois  shall  be  in  the  English 
language.    Provided,  that  this  shall  not  apply  to  vocational  schools 
where  the  pupils  have  already  received  the  required  instruction 
in  English,  during  the  current  school  year. 
Approved,  June  28,  1919. 

4.  Citizenship   Training  Through   Industries 

Letter  from  A.  B.  Drummond,  Wilson  &  Company,  Chicago, 
December  19,  1919: 

"At  the  present  time  we  are  carrying  on  an  Americaniza- 
tion School,  and  through  car  plant  paper,  the  'Wilson  C-erti- 
fied  ISTews/  we  are  carrying  on  an  active  propaganda  for 
counteraction  aG:ainst  radicalism. 

"A  typical  piece  of  the  propaganda  referred  to  is  found 
in  the  following  editorial  from  'Wilson's  Certified  iSJ'ews'  of 
December  15,  1919: 

A  FUNDAMENTAL  OF  AMERICANIZATION 

Americanization  is  essential  to  America.  It  means  an 
America  united  industrially,  commercially,  nationally.  It  means 
Many  in  One  and  One  in  ]\Iany.  It  means  a  conglomerate  mass 
chipped,  smoothed,  pressed,  shaj^ed  into  a  massive  polished  shaft 
of  Unity.  It  means  Oneness  in  opportunity,  right,  and  privilege 
to  groups  as  dissimilar  in  many  things  and  ways  as  the  various 
parts  of  the  earth  from  which  they  came  are  separated  and  remote 
one  from  the  other.  Yet  Americanization  is  possible  and 
indispensable. 

The  war  so  recently  ended  emphasized  the  importance  of  such 
Oneness,  and  placed  an  added  value  on  its  speedy  realization. 
But  there  is  a  danger  of  superficial  or  partial  process  bearing  the 
name  of  Americanization  and  satisfying  the  popular  demand 
confronting  us,  which  must  be  combated  and  defeated  or  America 
must  pay. 

To  be  united  our  country  needs  that  its  aliens  become  citizens 
in  the  shortest  possible  time.  It  needs  that  English  supplant  all 
other  languages  as  a  means  of  the  greater  American  growing 
out  of  the  lesser  or  the  alien.  It  needs  the  teaching  of  sanitation 
and  kindred  subjects  as  a  means  to  a  more  healthful  America. 
It  needs  play  grounds  and  parks.  It  needs  all  of  these,  it  need? 
something  more  than  these;   something  with   a  wider  reach,   a 


8630  CiTizEisrsHip  Training  in  Other  States 

longer  stride  and  a  stronger  grip.  That  something  is  the  aiuakeU' 
ing  of  the  Amer lean-horn  to  his  opportunity^  to  his  ohligation,  to 
his  responsibility  to  do  his  bit  in  Americanizing  the  foreign-born. 
Unless  the  native-born  awakens  to  the  need  of  an  ''America 
United,"  and  does  his  veiy  practical  part  in  supplying  that  need 
he  will  betray  his  country. 

"We  were  all  foreigners."  For  our  growth  in  Americanism 
we  are  all  indebted  to  the  help  of  others  to  become  good  Amer- 
icans. To  Effectively  Do  This  We  Must  Kot  Withhold  Our 
Friendship  from  Our  Foreign-speaking  Neighbors,  Shopmates  and 
Other  Fellow  Workmen. 

We  sihould,  by  our  practical  friendliness,  make  these  strangers 
in  a  strange  land  feel  "  at  home."  The  opportunity  to  serve  is 
here;  the  door  is  open.  We  have  but  to  desire  deeply,  earnestly 
enough  —  and  in  the  clothing  and  duties  of  everyday  life  we 
may  enter  and  serve.  By  special  courtesy  and  patience,  by  being 
considerate,  by  imagining  ourselves  adrift  in  a  foreign-speaking 
land,  by  "doing  as  well  as  we  would  be  done  by" — we  can  in 
our  daily  contact  with  all  who  do  not  speak  our  language  do  much 
toward  creating  in  them  a  desire  to  do  so,  and  to  learn  and  to 
become   Americans  —  good   Americans. 

5.     Recommendations  of  Educators 

Letter  from  Francis  G.  Blair,  Superintendent  of  Public  Instruc- 
tion, Springfield,  October  28,  1919: 

"I  believe  that  much  good  can  be  done  through  the 
so-called  Americanization  movement  amongst  our  foreign- 
bom  population.  We  are  handicapped  in  this  state,  how- 
ever, by  the  fact  that  boards  of  education  are  limited  in  their 
educational  activities  to  persons  under  twenty-one  years  of 
age. 

"  I  have  believed  that  the  Federal  Government  should 
assume  the  great  responsibility  in  this  Americanization  move- 
ment, because  it  will  demand  the  strong  arm  as  well  as  the 
convincing  and  educating  method." 

Letter  from  Lynn  H.  Hough,  Northwestern  University,  Evana- 
ton,  iSTovember  1,  1919: 

"  I  am  veiT  much  interested  in  your  letter  regarding  the 
matter  of   dealing  with   subversive  propaganda  carried  on 


Illinois  3631 

by  destructive  radicals.  I  feel  very  deeply  that  the  public 
schools  and  th©  institutions  of  higher  learning  ought  to  be 
able  to  render  very  effective  service  in  counteracting  these 
activities.  There  is,  of  course,  a  delicate  matter  in  uni- 
versities as  to  where  the  line  is  to  be  drawn  between  proper 
academic  freedom  and  the  refusal  to  tolerate  that  which  is 
subversive  of  the  public  good.  I  do  feel,  however,  that,  as 
difficult  as  the  problem  is,  it  must  be  dealt  with  tactfully 
and  yet  courageously. 

''  The  study  of  the  attitude  of  a  particular  man  when  he 
is  being  considered  for  a  professorship  or  even  an  instructor 
in  a  university  should  be  much  more  thorough  than  it  has 
been  and  some  men  should  be  chosen  because  of  their  gifts 
of  exposition,  the  vigor  and  dependableness  of  their  attitude 
toward  maintaining  a  wholesome  state  of  the  public  mind 
and  their  power  to  exercise  a  helpful  influence.  Of  course, 
a  good  part  of  the  work  must  be  done  in  the  public  schools 
and  high  schools.  They  reach  the  mind  of  the  nation  in  its 
most  pliable  and  responsive  state. 

"I  am  sure  that  ISTorthwestern  University  will  be  glad 
to  co-operate  in  any  possible  way  with  a  movement  for  the 
developing  of  sane  and  balanced  views  as  regards  the  great 
issues  which  cause  unrest." 


CHAPTER  Xn 

Indiana 

L.  N,  HiNES,  5^0.^6  8uperi7iteiident  of  Public  Insti-uction.  Letter, 
October  27,  1919.  Laws  of  Indiana  Relating  to  the  Public 
School  STstem,  1917. 

1.     State  Legislation.    Compulsion  for  Minors  and  Minors  of 

Employment  Age 

School  Laws  of  Indiana.  Chapter  XXV.  Sections  609  and  610 
§  609.  Schools — Compulsory  attendance  of  children.  1.  That  it 
shall  be  the  duty  of  every  parent,  guardian,  or  other  person,  in 
the  State  of  Indiana,  having  the  control  or  charge  of  any  child, 
to  cause  such  child  to  attend  regularly  a  public,  private  or 
parochial  day  school,  or  two  or  more  of  such  schools,  during  each 
school  year  for  a  period  or  term  not  shorter  than  that  of  the 
common  schools  of  the  school  corporation  in  this  state  where  the 
child  resides.  This  section  shall  apply  to  every  child  not 
physically  or  mentally  disqualified  as  hereinafter  provided,  who 
shall  be  of  the  age  of  seven  years  and  of  not  more  than  the  age 
of  fourteen  years,  and  shall  apply  to  every  child  of  fourteen  years 
or  more  and  not  more  than  sixteen  years  of  age,  who  is  not 
actually  and  regularly  employed,  during  the  hours  of  the  common 
school  of  such  school  corporation,  in  a  useful  employment  or 
service,  or  is  not  lawfully  employed  in  a  gainful  service  agreeably 
to  the  provisions  of  this  act  concerning  the  employment  of  chil- 
dren in  gainful  occupations.  If  a  child  othei^wise  subject  to  the 
provisions  of  this  act  shall  be,  as  evidenced  by  a  certificate  of  a 
reputable,  duly  licensed,  and  practicing  physician,  either 
physically  or  mentally  unfit  to  attend  school,  then  during  such 
disability  this  act  shall  not  apply  to  such  child.  If  in  the  absence 
of  such  certificate,  the  person  having  control  or  charge  of  any 
child  shall  claim  that  it  is  so  physically  or  mentally  unfit,  then 
it  shall  be  the  duty  of  the  common  school  corporation,  where  the 
child  resides,  to  cause  the  child  to  be  examined  by  such  physician 
or  physicians,  and  if  such  physician  or  physicians  shall  certify 
that  such  child  is  mentally  or  physically  fit  to  attend  school,  then 
such  child  shall  not  be  exempt  from  the  provisions  of  this  act, 
but  unless  they  so  certify  such  child  shall  be  exempt  from  the 
provisions  of  this  act  during  the  continuance  of  such  disability: 
Provided,  If  a  child,  otherwise  subject  to  the  provisions  of  this 
act,  shall  by  reason  of  deafness,  or  partial  deafness,  or  of  blind- 
ness,   or   partial   blindness,    be   unable   to   secure   in   the   school 

136321 


Indiana  3633 

named  herein  a  proper  education  by  use  of  the  sense  of  hearing, 
or  of  the  sense  of  sight,  the  parent,  guardian,  or  other  person 
having  the  control  or  charge  of  such  children  shall  cause  them 
between  seven  and  eighteen  years  of  age  to  attend  the  Indiana 
state  school  for  the  deaf,  or  the  Indiana  school  for  the  blind,  dur- 
ing the  full  scholastic  terms  of  said  schools  unless  discharged 
therefrom  by  the  board  of  tnistees  of  either  of  said  schools;  and 
the  emplo^Tnent  under  the  provisions  of  this  act  of  any  of  said 
children  between  the  ages  of  seven  and  eighteen  years  during  the 
school  terms  of  said  schools  respectively  is  hereby  prohibited 
unless  a  certificate  of  discharge  issued  by  the  superintendent  of 
either  of  said  schools  be  presented  as  herein  provided.  Applica- 
tion for  admission  of  such  children  to  such  schools,  respectively, 
shall  be  made  out  in  the  usual  form  and  passed  upon  by  the  board 
of  trustees  ,  .  .  and  upon  the  rejection  of  any  child's  appli- 
cation by  either  of  said  boards,  neither  such  child  nor  its  parent, 
guardian,  or  other  person  having  control  or  charge  of  it,  shall 
thereafter  in  respect  of  such  child,  be  subject  to  the  provisions 
of  this  act,  until  such  child's  application  shall  be  accepted. 

For  the  purpose  of  enforcing  this  act  the  age  of  children  shall 
be  established,  if  possible,  first,  by  a  duly  verified  copy  of  birth 
certificate  or  baptismal  certificate  or  passport  to  be  produced  to 
the  proper  common  school  corporation,  by  parents,  guardians  or 
other  persons  having  control  or  charge  of  children.  If  neither 
such  certificate  nor  passport  exists,  then  the  age  shall  be  estab- 
lished by  the  first  school  enumeration  in  which  the  age  of  the 
child  appears.  If  there  be  no  such  enumeration  then  by  the 
affidavit  of  the  parent,  guardian,  or  other  person  having  control 
or  charge  of  children,  and  the  supporting  afiidavit  of  some  dis- 
interested  person. 

§  610.  Age  limit  —  Employment.  2.  ISTo  child  under  sixteen 
years  of  age  w^ho  under  the  j^rovisions  of  this  act  would  otherwise 
be  required  to  attend  school,  shall  be  employed  in  any  occupation 
during  hours  wherein  the  common  schools  at  the  residence  of 
the  child  are  in  session,  unless  the  child  shall  have  attained  the 
age  of  fourteen  years  and  shall  have  procured  a  certificate  from 
the  executive  officer  of  the  common  school  corporation  of  which 
the  child  is  a  resident,  or  some  person  designated  by  him,  show- 
ing the  age,  date  and  place  of  birth,  if  known,  or  ascertainable, 
of  such  child  and  showing  that  the  child  has  passed  the  fifth 
grade  in  the  common  schools^  or  its  equivalent,  and  a  written  and 


3634  Citizenship  Training  in  Other  States 

eigiiecl  statement  from  the  child's  employer  showing  that  the  per- 
Kon  making  it  has  employed  or  is  about  to  employ  such  child; 
and  showing  the  place  and  character  of  the  employment.  For 
the  purpose  of  making  the  certificate  herein  required,  it  shall 
be  the  duty  of  such  common  school  executive  or  other  person  desig- 
nated by  him,  to  obtain  the  information  required  as  in  section  1 
of  this  act.  If  the  date  or  place  of  birth  cannot  be  ascertained 
in  any  of  these  modes,  then  the  school  officer  may  certify  that,  in 
his  opinion,  the  child  is  fourteen  years  of  age  or  more,  and  is  physi- 
cally fit  to  undertake  the  work  he  intends  to  do  and  to  issue  the 
certificate  in  accordance  therewith  to  the  employer  or  prospective 
employer  of  the  child.  The  employer  shall  keep  the  certificate 
on  file  and  shall  produce  it  for  inspection  and  demand  by  any 
inspector  of  the  department  of  inspection  or  any  other  official 
authorized  by  law  to  inspect  the  same,  and  shall  immediately  when 
his  employment  of  such  child  shall  cease,  in  writing,  notify  the 
school  corporation  of  that  fact  and  the  date  thereof,  on  blanks 
to  be  attached  to  the  certificate  by  the  school  corporation.  It 
shall  be  unlawful  for  the  employer  to  re-employ  the  child  without 
a  like  new  certificate.  Such  certificate  having  been  presented 
to  the  employer,  it  shall  not  be  necessary  for  the  employer  to  pro- 
cure another  affidavit  of  the  child's  age  for  the  service  in  the 
occupation  mentioned  in  the  statement  of  the  employer  to  the 
school  corporation.  The  state  board  of  truancy  shall  define  the 
meaning  of  the  word  occupation  as  used  in  this  act. 

2.     State  Legislation  —  Flags 
School  Laws  of  Indiana.    Chapter  VII.    Sections  159-162. 

§150.  United  States  flag.  1.  It  shall  bo  the  duty  of  the  town- 
ship trustees,  board  of  school  trustees  and  boards  of  school  com- 
missioners of  the  various  school  corporations  of  this  state,  upon 
the  petition  of  a  majority  of  the  school  patrons  of  any  district 
school  to  procure  a  United  States  flag  not  less  than  six  feet  long 
for  each  school  under  their  supervision. 

§  160.  Display  of  flag.  2.  The  township  trustees,  boards  of 
school  ti-ustees  and  boards  of  school  commissioners  of  the  various 
school  corporations  in  this  state  shall  cause  the  United  States 
flag  to  be  displayed  on  evei-y  public  school  building  under  their 
control  on  eveiy  school  rlay  such  school  is  in  session:  Provided, 
That  the  weather  conditioim  permit.      Such  trustees  and  boards 


Indtai^a  3635 

stall  establisli  rules  and  regulations  for  tlie  proper  care,  custody 
and  display  of  the  flag  and  wlien  for  any  cause  it  is  not  displayed, 
it  shall  be  placed  conspicuously  in  the  principal  room  or  assembly 
hall  of  the  school  building. 

§  161.  Destruction  or  mutilation.  3.  It  shall  be  unlawful  for 
any  person  to  mutilate  or  destroy  any  flag  so  owned  by  said  school 
corporation,  or  to  mutilate  or  destroy  any  flag-staif  or  appliances 
belonging  to  said  school  corporations  as  aforesaid. 

§  162.  Penalty.  4.  Any  person  violating  the  provisions  of 
section  3  of  this  act  shall  be  gi^ilty  of  misdemeanor  and  on  con- 
viction shall  be  punished  by  a  fine  of  not  less  than  $25  for  the 
first  offense,  and  not  more  than  $100  for  the  second  offense,  to 
which  may  be  added  imprisonment,  for  not  more  than  thirty  days. 

3.  State  Legislation.    Patriotic  Exercises 
School  Laws  of  Indiana.    Chapter  VII.    Section  163. 

§  163.  "Star  Spangled  Banner."  The  State  Board  of  Educa- 
tion shall  require  the  singing  of  the  '^  Star  Spangled  Banner,'' 
in  its  entirety  in  the  schools  of  the  State  of  Indiana,  upon  all 
patriotic  occasions,  and  that  the  said  board  of  education  shall 
arrange  and  supply  the  words  and  music  in  sufficient  quantity 
for  the  purposes  indicated  therein. 

4.  State    Legislation.      English   Language 
School  Laws  of  Indiana.     Chap.  VII.    Section  136. 

§  136.  Branches  taught.  The  common  schools  of  the  state 
shall  be  taught  in  the  English  language;  and  the  trustee  shall  pro- 
vide to  have  taught  in  them  orthography,  reading,  writing, 
arithmetic,  geography,  English  gi-ammar,  physiology,  history  of 
the  United  States,  and  good  behavior,  and  such  other  branches  of 
learning  and  other  languages  as  the  advancement  of  the  pupils 
may  require  and  the  trustees  from  time  to  time  direct.  And 
whenever  the  parents  or  guardians  of  twenty-five  or  more  children 
in  attendance  at  any  school  of  a  township,  town  or  city  shall  so 
demand,  it  shall  be  the  duty  of  the  school  trustee  or  trustees  of 
said  township,  town  or  city  to  procure  efficient  teachers  and 
introduce  the  Grerman  language,  as  a  branch  of  study,  in  such 
schools;  and  the  tuition  in  said  schools  shall  be  without  charge: 
Provided,  Such  demand  is  made  before  the  teacher  for  said  dis- 
trict is  employed. 


8636  Citizenship  Training  in  Other  States 

State  Legislation.     English  Language 

School  Laws  —  A  Supplement  to  the  School  Laws  of  Indlmia, 
1917  Edition,  1919.     [Acts  1919,  p.  50.] 

AjN  ACT  entitled,  "An  act  concerning  elementary  schools,  schools 
of  correctional  and  benevolent  institutions,  private  and  paro- 
chial schools,  providing  what  shall  be  taught  therein,  prescrib- 
ing penalties  for  any  violation  of  this  act,  repealing  all  laws 
in  conflict  therewith,  and  declaring  an  emergency." 

All  Subjects  to  be  Taught  in  English 

Section  1.  Be  it  enacted  hy  the  General  Assembly  of  the  State 
of  Indiana,  That  all  subjects  and  branches  taught  in  the  elemen- 
tary schools  of  the  State  of  Indiana  and  all  elementary  schools 
maintained  in  connection  with  benevolent  or  correctional  institu- 
tions, shall  be  taught  in  the  English  language  only,  and  the  trustee, 
and  such  other  officers  as  may  be  in  control,  shall  have  taught  in 
them,  orthography,  reading,  writing,  arithmetic,  geography, 
English  grammar,  physiology,  history  of  the  United  States, 
scientific  temperance  and  good  behavior  and.  such  other  branches 
of  learning  as  the  advancement  of  pupils  may  require,  and  the 
trustee,  and  other  officers  in  control  direct:  Provided,  That  the 
German  language  shall  not  be  taught  in  any  of  the  elementary 
schools  of  this  state.  The  tuition  in  such  schools  shall  be  without 
charge. 

Section  2.  German  language  forbidden.  All  private  and  parochial 
schools  and  all  schools  maintained  in  connection  with  the  benevo- 
lent and  correctional  institutions  within  this  state  which  instruct 
pupils  who  have  not  completed  a  course  of  study  equivalent  to 
that  prescribed  for  the  first  eight  gi'ades  of  the  elementary  schools 
of  this  state,  shall  be  taught  in  the  English  language  only,  and 
the  persons  or  officers  in  control  shall  have  taught  in  them  such 
branches  of  learning  as  the  advancement  of  pupils  may  require, 
and  the  persons  or  officers  in  control  direct:  Provided,  That  the 
German  language  shall  not  be  taught  in  any  such  schools  within 
«:his  state. 

Penalty 

Section  3.  Any  person  or  persons  violating  the  provisions  of 
this  act  shall,  upon  conviction  in  a  court  of  competent  jurisdic- 
tion, be  fined  in  any  sum  not  less  than  twenty-five  dollars  and 
not  more  than  one  hundred  dollars,  or  be  imprisoned  in  the  county 


Indiana  3637 

jail  for  any  period  of  not  exceeding  six  months  or  both,  and  each 
separate  day  in  which  such  act  shall  be  violated  shall  constitute  a 
separate  offense. 

Repeal 

Section  4.  All  laws  and  parts  of  laws  in  conflict  herewith  are 
hereby  repealed. 

Validity  of  Act 

Section  5.  In  case  any  section  or  sections  of  this  act  shall  be 
held  to  be  unconstitutional  by  the  Supreme  Court  of  Indiana  such 
decision  shall  not  affect  the  validity  of  the  remaining  sections. 

Emergency 
Section   6.  Whereas,   an   emergency  exists  for  the  immediate 
taking  effect  of  this  act,  the  same  shall  be  in  full  force  and  effect 
from  and  after  its  passage. 

Extracts  from  Recent  Opinions  of  the  Attorney-General 

1.  German  —  prohibited  in  the  elementary  schools.  School 
authorities  are  prohibited  from  teaching  in  the  German  language 
the  catechism  or  other  religious  subjects  or  school  subjects,  in 
public,  private,  or  parochial  schools  in  Indiana.  (Opinion  dated 
3ilarch  6,  1919,  Attorney-General  Stansbuiy.) 

2.  German  —  prohibited  in  the  hig"h  schools.  It  is  unlawful  for 
school  authorities  to  permit  the  teaching  of  German  in  the  high 
schools  of  the  state.  (Opinion  dated  March  26,  1919,  Attorney- 
General  Stansbury.) 

5.     Citizenship  Training  Through  Public  Schools 

School  Laws  of  Indiana.  Chapter  VII.  Sections  171  and  172. 
§  171.  Night  school.  In  all  cities  having  a  population  of  three 
thousand,  or  more,  according  to  the  last  preceding  United  States 
census,  the  school  trustees  of  such  cities  may  keep  and  maintain 
a  night  school,  between  the  hours  of  seven  and  nine  and  a  half 
o'clock  p.  m.  during  the  regular  school  terms,  as  a  part  of  the 
systems  of  common  schools  whenever  twenty  or  more  inhabitants 
of  such  city  having  children  between  the  ages  of  fourteen  and 
twenty-one  years  of  age,  or  persons  over  the  age  of  twenty-one 
years  of  age,  and  who  by  reason  of  their  circumstances,  are  com- 
pelled to  be  emplo^'ed  or  have  their  children  employed  during 
the  school  days  to  aid  in  the  support  of  such  families  who  desire 
to  and  who  shall  attend  such  school,  shall  petition  such  school  trus- 
tees so  to  do. 


3638  Citizenship  Tkaixixg  ix  Other  States 

§  172.  Who  may  attend.  All  persons  between  the  ages  of  four- 
teen and  thirty,  who  are  actually  engaged  in  business  or  at  labor 
during  the  day,  shall  be  permitted  to  attend  such  school. 

6.     Recommendations 

Letter  from  L.  ^N".  HinEwS,  State  Superinteiident  of  Public  Instruc- 
tion, Indianapolis,  October  27,  1919: 

"Under  this  statute  (night  school  law)  classes  are  being 
conducted  for  the  education  and  Americanization  of  for- 
eigners. We  are  pushing  this  sort  of  work  in  order  to  get 
our  foreign  population  assimilated  as  rapidly  as  possible. 

"We  believe  this  work  should  be  pushed  in  every  state 
in  the  Union  and  that  every  foreigner  sihould  be  taught  to 
speak  and  write  English  and  be  required  to  use  the  same 
tongue  on  all  occasions. 

"  We  believe  that  all  newspapers  in  the  United  States 
should  be  published  in  the  English  language. 

"We  further  believe  that  the  school  organizations  in  the 
various  states  can  undertake  this  work  in  a  very  successful 
manner  if  they  are  given  sufHcicnt  law  to  work  under." 


CHAPTER  Xni 

Iowa 

P.  E.  IMcClenahan,  Superintendent  of  Public  Insfniclion,  Des 
Moines.  Letter,  jSTovember  11,  1919.  Bulletin,  "  School 
Laws  of  Iowa,  from  tlie  Code  of  1897,  the  Supplement  to 
the  Code,  1913,  and  the  Supplemental  Supplement,  1915, 
with  the  acts  of  the  thirty-seventh  and  thirty-eighth  General 
Assemblies." 

1.     State  Legislation.    Compulsion  for  Minors  and  Minors  of 

Employment  Age 

School  Laws  of  loiua.  Chapter  on  Compulsion.  Sections  2823a 
and  2823b. 
§  2S23a.  Duties  of  parents  and  guardians  —  penalty  —  excep- 
tions. Any  person  having  control  of  any  child  of  the  age  of 
seven  to  sixteen  years  inclusive,  in  proper  physical  and  mental 
condition  to  attend  school,  shall  cause  such  child  to  attend  some 
public,  private,  or  parochial  school,  where  the  common  school 
branches  of  reading,  wi-iting,  spelling,  arithmetic,  grammar, 
geography,  physiology,  and  United  States  history  are  taught,  or 
to  attend  upon  equivalent  instruction  by  a  competent  teacher 
elsewhere  than  school,  for  at  least  twenty-four  consecutive  school 
weeks  in  school  each  year,  conmieneing  with  the  first  week  of  school 
after  the  first  day  of  September,  unless  the  board  of  school 
directors  shall  determine  upon  a  later  date,  which  date  shall  be 
not  later  than  the  first  Monday  in  December;  but  the  board  of 
school  directors  in  any  city  of  the  first  or  second  class  may  require 
attendance  for  the  entire  time  the  schools  are  in  session  in  any 
school  year.  Provided  that  this  section  shall  not  apply  to  any 
child  who  lives  more  than  two  miles  away  from  any  school  by 
the  nearest  traveled  road  except  in  those  districts  in  which  the 
pupils  are  transported  at  public  expense,  or  who  is  over  the  age 
of  fourteen  and  is  regularly  employed;  or  has  educatioiial  quali- 
fications equal  to  those  of  pupils  who  have  completed  the  eighth 
grade;  or  who  is  excused  for  sufficient  reasons  by  any  court  of 
record  or  judge  thereof;  or  while  attending  religious  service  or 
receiving  religious  instructions.  Any  person  who  shall  violate 
the  provisions  of  this  section  shall  be  guilty  of  a  misdemeanor 
and  upon  conviction  thereof  shall  pay  a  fine  of  not  less  than 
three  dollars  or  more  than  twenty  dollars,  for  each  offense. 

[3639] 


S640  Citizenship  Training  in  Othee  States 

§  2823b.  Reports  to  secretary.  Upon  notice  from  the  secretary 
of  the  school  corporation  within  which  such  school  is  conducted, 
it  shall  be  the  duty  of  each  principal  of  each  private  or  parochial 
school,  once  during  each  school  year  and  at  any  time  when 
requested  in  individual  cases,  and  within  ten  days  from  the 
receipt  of  such  notice,  to  furnish  to  such  secretary  a  certificate  and 
a  report  of  the  names,  ages  and  attendance  of  the  pupils  in  attend- 
ance at  such  school  during  the  preceding  year  and  from  the  time 
of  the  last  preceding  report  to  the  time  at  which  a  report  is 
required  and  any  person  having  the  control  of  any  child  between 
seven  and  fourteen  years  of  age  inclusive,  who  shall  place  the 
same  under  private  instruction,  not  in  a  regularly  conducted 
school,  upon  receiving  notice  from  the  secretary  of  the  school 
corporation,  shall  furnish  a  like  certificate  stating  the  name  and 
age  of  such  child  and  the  period  of  time  during  which  said  child 
has  been  under  said  private  instruction;  and  any  person  having 
the  control  of  such  child  who  is  physically  or  mentally  unable  to 
attend  school,  public  or  private,  shall  furnish  proofs  by  affidavit 
or  affidavits  as  to  the  physical  or  mental  condition  of  such  child. 
All  such  certificates,  reports  and  proofs  shall  be  filed  and  pre- 
ser\'ed  in  the  office  of  the  secretaiy  of  the  school  corporation  as 
a  part  of  the  records  of  his  office. 

2.     State  Legislation.    Patriotic  Measures 

School  Laws  of  loiua.    Sections  1,  2,  and  3.     Chapter  on  Teaclv- 

ing  of  Citize^iship. 
AN  ACT  requiring  the  teaching  of  American  citizenship  in  the 

public  and  private  schools  located  in  the  state  of  Iowa  and 

providing  for  an  outline  of  such  subjects. 

Be  it  enacted  hy  the  General  Assembly  of  the  State  of  Iowa: 

Section  1.  All  public  and  private  schools  located  within  the 
state  of  Iowa  shall  be  required  to  teach  the  subject  of  American 
citizenship. 

Section  2.  The  superintendent  of  public  instruction  shall  pre- 
pare and  distribute  to  all  elementary  schools  an  outline  of 
American  citizenship  for  all  grades  from  one  to  eight  inclusive. 

Section  3.  Public  and  private  high  schools,  academies,  and 
other  institutions  ranking  as  secondary  schools  which  maintain 
three  year  courses  of  instruction  shall  ofTcr  a  minimum  of  instnic- 
tion  in  American  history  and  civics  of  the  state  and  nation  to 


Iowa  3641 

the  extent  of  two  semesters,  and  schools  of  this  class  which  have 
four-year  courses  shall  offer  in  addition  one  semester  in  social 
problems  and  economics. 

Section  4.  The  superintendent  of  public  instruction  shall  dis- 
tribute to  all  high  schools,  academies  and  institutions  ranking 
as  secondary  schools,  an  outline  of  a  course  of  study  in  American 
history,  civics  of  the  state  and  nation,  social  problems  and 
economics  prepared  under  his  direction. 

3.    State  Legislation.     Flags 
School  Laws  of  loiva.     Sections  2804-a,  2804-b  and  2804-c. 

§  2804-a.  Display  of  United  States  flag  —  duty  of  board;  flag- 
staff. That  it  shall  be  the  dutv  of  the  board  of  directors  of 
each  school  corporation  of  this  state  to  provide  a  suitable  flag- 
staff on  each  public  school  building  maintained  under  the 
authority  of  such  board  of  directors  and  to  provide  each  of  such 
school  buildings  with  a  suitable  flag,  and  such  flag  shall  be  raised 
over  such  buildings  on  all  days  when  weather  suitable  therefor 
shall  prevail. 

§  2S04-b.  Flag  raising  services.  That  at  the  com.mencement 
of  each  school  day,  the  teacher,  superintendent,  or  principal  or 
whoever  has  the  general  supervision  of  the  school  administration 
within  any  such  building,  may  arrange  for  the  raising  of  such 
flag,  as  herein  provided  for,  over  the  said  building,  with  appro- 
priate services,  when  weather  conditions  will  permit,  at  the  begin- 
ning of  each  school  day. 

§  2804-c.  Flag  upon  all  public  buildings.  That  it  shall  be  the 
duty  of  the  custodians  of  all  public  buildings  of  the  state  of  Iowa 
to  raise  over  such  buildings  the  flag  of  the  United  States  of 
America,  upon  each  secular  day  when  weather  conditions  are 
favorable,  and  it  shall  be  the  duty  of  any  board  of  public  officers 
charged  with  the  duty  of  providing  for  the  supplies  of  any  such 
public  building,  to  provide  in  connection  with  other  supplies  for 
any  such  building  of  the  State  of  Iowa,  a  suitable  flag  for  the 
purposes  herein  provided. 

4.     State  Legislation.    English  Language 

School  Laws  of  Iowa.   Page  91.    "  English  Language  in  Schools." 

AX  ACT  requiring  the  use  of  the  English  language  as  the 
medium  of  instruction  in  all  secular  subjects  in  all  schools 
within  the  State  of  Iowa, 


8642  Citizenship  Training  in  Other  States 

Section  1.  That  the  medium  of  instruction  in  all  secular  sub- 
jects taught  in  all  of  the  schools,  public  and  private,  within  the 
State  of  Iowa,  shall  be  the  English  language,  and  the  use  of  any 
language  other  than  English  in  secular  subjects  in  said  schools 
is  hereby  prohibited,  provided,  however,  that  nothing  herein  shall 
prohibit  the  teaching  and  studying  of  foreign  languages  as  such 
as  a  part  of  the  regular  school  course  in  any  such  school,  in  all 
courses  above  the  eighth  grade. 

Section  2.  That  any  person  violating  any  of  the  provisions  of 
this  act  shall  be  deemed  guilty  of  a  misdemeanor,  and  upon  con- 
viction shall  be  fined  not  less  than  twenty-five  dollars  ($25)  nor 
more  than  one  hundred  dollars   ($100). 

5.     Citizenship  Training'  Through  Public  Schools 
School  Laws  of  lowd.    Pa-ge  96.    ''Public  Evening  Schools/* 

Section  1.  The  school  board  of  any  organized  school  district 
within  the  state  is  hereby  authorized  and  empowered  under  the 
control  and  supervision  of  the  city  or  county  superintendent 
to  establish  and  maintain  public  evening  schools  as  a  branch  of 
the  public  schools  when  said  school  board  shall  deem  advisable 
for  the  public  convenience  and  welfare,  and  said  evening  schools 
shall  be  available  to  all  persons  over  sixteen  (16)  years  of  age, 
who  from  any  cause  are  unable  to  attend  the  public  day  schools 
of  such  district. 

Section  2.  Whenever  in  any  organized  school  district  within 
the  state  there  shall  be  residing  ten  or  more  persons  over  sixteen 
(16)  years  of  age  who  desire  instruction  at  an  evening  school 
in  the  common  branches,  it  shall  be  the  duty  of  the  school  board 
of  such  organized  school  district  to  establish  and  maintain  an 
evening  school  for  such  instruction  throughout  a  period  of  not 
less  than  three  months  of  every  school  year  and  for  not  less  than 
two  hours  at  least  two  times  each  week  during  the  term  of  such 
evening  schools,  which  school  shall  be  under  the  control  and 
supervision  of  the  city  or  county  superintendent. 

School  Laws  of  Iowa,  pp.  106,  107,  "  Part-Time  Schools." 

Section  1.  That  the  board  of  directors  of  any  organized  school 
district  may  establish  and  maintain  part-time  schools,  depart- 
ments, or  classes  in  aid  of  vocational  and  other  education  for 
minors  between  the  ages  of  fourteen  (14)  and  sixteen  (16)  years, 


Iowa  3643 

(1)  holding  work  certificates,  or  (2)  who  have  not  completed 
the  eighth  grade  aud  are  employed  in  a  "  store  or  mercantile 
establishment,"  w'here  eight  (8)  or  a  less  number  of  persons 
are  employed,  or  in  "establishments  or  occupations  which  are 
owned  or  operated  by  their  own  parents,"  or  (3)  who  have  com- 
pleted the  eighth  grade  and  are  not  engaged  in  some  useful 
occupation;  and  such  board  of  directors  shall  organize  such  part- 
time  school,  department  or  class,  whenever  there  are  fifteen  (15) 
minors  as  defined  above  resident  in  the  district.  The  courses 
of  study  of  part-time  schools,  departments,  or  classes  may  include, 
"any  subject  given  to  enlarge  the  civic  or  vocational  intelligence" 
of  the  pupils  attending. 

Section  2.  The  board  of  directors  may  raise  and  expend  money 
for  the  support  of  such  part-time  schools,  departments,  or  classes  in 
the  same  manner  in  which  it  is  authorized  to  raise  and  expend 
funds  for  other  school  purposes. 

Section  3.  Such  part-time  schools,  departments,  or  classes,  for 
the  attendance  of  children  over  fourteen  (14)  and  under  sixteen 
(16)  years  of  age,  shall  be  organized  in  accordance  with  stand- 
ards established  by  the  state  board  for  vocational  education,  and 
shall  provide  for  not  less  than  eight  (8)  hours  of  instruction  per 
week  during  the  length  of  term  for  which  public  schools  are 
established  in  the  district.  Such  part-time  schools,  departments, 
or  classes  shall  be  held  between  the  hours  of  eight  (8)  o'clock 
a.  m.  and  six  (6)  o'clock  p.  m. 

Section  4.  Whenever  any  such  part-time  school  or  class  shall 
have  been  approved  by  the  state  board  for  vocational  education, 
the  board  of  directors  shall  be  entitled  to  reimbursement  on 
account  of  expenditure  made  for  the  salai'ies  of  teachers  in  such 
part-time  schools,  departments,  or  classes,  from  any  federal  and 
state  funds  appropriated  in  aid  of  vocational  education,  as  pro- 
vided in  the  statutes  governing  such  appropriations. 

Section  5.  The  state  board  for  vocational  education  is  hereby 
authorized  to  fix  standards  for  the  establisliment  of  part-time 
schools,  departments,  or  classes;  to  fix  the  requirements  of 
teachers,  and  to  approve  courses  of  study  for  such  part-time 
schools,  departments  or  classes. 

Section  6.  When  such  part-time  school  shall  have  been  estab- 
lished, any  parent  or  person  in  charge  of  such  minor  as  defined 
in  section  1  hereof  who  shall  violate  the  provisions  of  this  act 
shall  be  punished  by  a  fijie  of  not  less  than  ten  (10)  dollars  nor 


3644  CiTizETirsHiP  Training  in  Other  States 

more  than  fifty  (50)  dollars,  or  anv  person  unlawfully  employing 
suoli  minor  shall  be  punished  by  a  fine  of  not  less  than  twenty 
(20)  dollars  nor  more  than  one  hundred  (100)  dollars,  or  be 
imprisoned  in  the  county  jail  not  to  exceed  thirty  (30)  days. 

Section  7.  The  enforcement  of  this  act  shall  rest  with  the 
school  board  in  the  district  in  which  such  part-time  school,  depart- 
ment, or  class  shall  have  been  established  and  the  state  depart- 
ment of  pul)lic  instruction  through  its  inspectors  and  the  board 
of  vocational  education  through  its  supervisors  of  vocational 
education,  in  conjunction  with  the  county  superintendent  of 
schools,  are  empowered  to  require  enforcement  of  the  same  on 
the  part  of  the  school  boards. 

6.     Citizenship  Training  Through  Industries 
School  Laws  of  Iowa,  p.  93.  "Mining  Camp  Schools/' 
AX  ACT  to  provide  for  an  appropriation  of  $50,000  for  reliev- 
ing the  situation  in  coal  mining  camps  as  to  school  facilities. 
Be  it  enacted  by  the  General  Assembly  of  the  State  of  loiua: 
Section  1.  There  is  hereby  appropriated  from  the  state  treasury 
out  of  funds  not  otherwise  appropriated  the  sum  of  fifty  thousand 
dollars   ($50,000),  or  so  much  thereof  as  may  be  necessary,  to 
be  used  by  the  state  superintendent  of  public   instruction  and 
under  his  direction  during  the  next  biennium  for  the  purpose  of 
relieving  the  conditions  existing  in  the  mining  camps  in  the  State 
of  Iowa,  so  far  as  school  facilities  are  concerned. 

7.     Recommendations 

Letter  from  P.  E.  McClenahan,  Superintendent  of  Public 
Instruction,  Des  Moines,  November  11,  1919: 

"  In  our  state  we  have  but  1  per  cent,  of  illiteracy.  We 
realize  the  necessity,  however,  for  some  Americanization 
work. 

"  Personally  I  am  very  much  in  favor  of  an  Americaniza- 
tion program  which  will  eliminate  illiteracy  entirely,  and  I 
would  like  to  see  something  done  to  make  real  American 
citizens,  more  than  giving  these  people  a  franchise  and  dress- 
ing them  in  American  clothes.  I  should  like  to  see  a  pro- 
gram that  would  enable  the  foreigners  to  get  acquainted 
with  our  institutions  and  our  ideas  and  really  understand 
what  it  means  to  live  in  America.  I  think  that  we  are  in 
a  very  critical  situation,  and  that  we  need  many  real 
Americans." 


CHAPTER  XIV 

Kansas 
Bulletin,  "Laws  Relating  to  Education,"  Session  of  1919. 
Laws  Relating  to  the  Common  Schools  of  Kansas,   1919-1920. 

1.     State  Legislation.     Compulsion  for  Minors  and  for  Minors  of 

Employment  Age 

Laws  Relcding  to  Education.  Chapter  271.  Relating  to  the 
Sessions  of  Public  Night  Schools. 

AN  ACT  relating  to  the  sessions  of  public  night  schools,  when 
and  where  held,  the  term  thereof,  amending  section  9306 
of  the  General  Statutes  of  Kansas  for  1915  and  repealing 
original  section  9396  of  the  General  Statutes  of  Kansas 
for  1915. 

Be  it  enacted  by  the  Legislature  of  the  State  of  Kansas: 

Section  1.  That  section  9396  of  the  General  Statutes  of  the 
State  of  Kansas  for  1915  be  amended  to  read  as  follows: 

§  9396.  The  sessions  of  said  public  night  school  shall  be  held 
at  night  on  not  less  than  three  nights  each  week  during  the  con- 
'. inuance  of  such  schools  in  one  or  more  of  the  regular  class- 
rooms in  one  or  more  of  the  public  school  buildings  of  said  district 
or  city,  and  the  term  or  terms  of  the  regular  public  school  in 
such  district  or  city,  said  term  to  commence  at  the  discretion  of 
the  board  of  education  and  shall  continue  for  not  less  than  five 
months,  except  as  provided  in  section  one  of  this  act. 

Section  2.  That  original  section  9396  of  the  General  Statutes 
of  Kansas  for  1915  be  and  it  is  hereby  repealed. 

Section  3.  That  this  act  shall  take  effect  and  be  in  force  from 
and  after  its  publication  in  the  statute  book. 

Chapter  VII. — •  Compulsory  Education 

Section  237.  Who  must  attend  school;  liability  of  parents  and 
guardians.  That  section  9415  of  the  general  statutes  of  Kansas 
for  1915  be  amended  to  read  as  follows: 

§  9415.  That  every  parent,  guardian  or  other  person  in  the 
state  of  Kansas  having  control  or  charge  of  any  child  or  children 
having  reached  the  age  of  eight  years  and  under  sixteen  years, 
shall  be  required  to  send  such  child  or  children  to  a  public  school, 
or  a  private,  denominational  or  parochial  school,  in  which  all 
instruction  shall  be  given  in  the  English  language  only,  each  school 

[3645] 


3646  Citizenship  Tkaining  in  Other  States 

year,  for  such  period  as  said  school  is  in  session:  Provided,  That 
any  child  of  the  age  of  fourteen  years  or  more  who  is  able  to  read 
and  write  the  English  language,  and  who  is  actively  and  regularly 
employed  for  his  own  support  or  for  the  support  of  those  depend- 
ent upon  him  shall  not  be  required  to  attend  the  aforesaid  schools 
for  a  longer  period  or  term  than  eight  consecutive  weeks  in  any 
one  year :  Provided,  That  any  and  all  children  that  have  received 
a  certificate  of  graduation  from  the  common  schools  of  any  county 
or  certificate  of  admission  to  a  high  school  in  any  city  of  the 
state  of  Kansas  shall  be  exempt  from  the  provisions  of  this  act: 
Provided,  That  the  children  who  are  physically  or  mentally 
incapacitated  for  the  work  of  common  schools  are  exempt  from 
the  provisions  of  this  act ;  but  the  school  authorities  shall  have 
the  right,  and  they  are  hereby  authorized,  when  such  exemption 
under  the  provision  of  this  act  is  claimed  by  any  parent,  guardian, 
or  other  person  in  the  control  or  charge  of  such  child  or  children, 
to  cause  an  examination  of  such  child  or  children  by  a  physician 
or  physicians  employed  for  such  purpose  by  such  authorities, 
and  if  such  physician  or  physicians  hold  that  such  child  or  chil- 
dren are  capable  of  doing  the  work  in  the  common  schools,  then 
such  child  or  children  shall  not  be  exempt  from  the  provisions  of 
this  act.     (Laws  li919,  eh.  272,  sec.  1.) 

2.     State  Legislation  —  Minors  of  Employment  Age 
Chapter  V  —  Child  Labor 

Section  116.  Employment  of  children  under  fourteen.  That 
no  child  under  fourteen  years  of  age  shall  be  at  any  time  employed, 
permitted,  or  suffered  to  work  in  or  in  connection  with  any  factory, 
workshop,  theater,  mill,  cannery,  packing  house,  or  operating 
elevators;  nor  shall  such  child  be  employed,  permitted  or  suffered 
to  work  in  any  business  or  service  whatever  during  the  hours  in 
which  the  public  school  is  in  session  in  the  district  in  which  said 
child  resides.     (Laws  1917,  ch.  227,  sec.  1.) 

§  117.  Employment  of  children  under  sixteen.  That  no  child 
under  sixteen  years  of  age  shall  be  at  any  time  employed,  per- 
mitted, or  suffered  to  work  in  or  about  any  mine  or  quarry;  or  at 
any  occupation  at  any  place  dangerous  or  injurious  to  life,  limb, 
health  or  morals.     (Laws  1917,  ch.  227,  sec.  2.) 

§  118.  Hours  of  employment.  That  no  child  under  sixteen 
years  of  age,  who  is  employed  in  the  several  vocations  mentioned 


Kansas  3647 

in  this  act,  or  in  the  transmission  of  merchandise  or  messages,  or 
any  hotel,  restaurant  or  mercantile  establishment,  shall  he 
employed  liefore  seven  a.  m.,  or  after  six  p.  m.,  nor  more  than 
eight  hours  in  any  one  calendar  day,  nor  more  than  forty-eight 
hours  in  any  one  week.     (Laws  1917,  ch.  227,  sec.  3.) 

3.     State  Legislation  —  Patriotic  Measures 

Laws  Relating  to  Education.  Chapter  184.  Malting  it  a  Felony 
to  Display  a  Flag  Distinctive  of  Bolshevisnij  Anarchy  or 
Radical  Socialism. 

AN  ACT  relating  to  the  flag,  standard,  or  banner  of  bolshevism, 
anarchy,  or  radical  socialism ;  declaring  any  violation  hereof 
a  felony,  and  providing  penalties  therefor. 

Be  it  enacted  hy  the  Legislature  of  the  State  of  Kansas: 

Section  1.  That  hereafter  it  shall  be  a  felony  for  any  person 
or  persons,  organization  or  body  of  persons  to  fly,  to  carry,  1o 
exhibit,  or  to  display,  or  to  assist  in  carrying,  exhibiting  or  dis- 
playing in  this  state  any  red  flag,  standard  or  banner  distinctive 
of  bolshevism,  anarchy,  or  radical  socialism,  or  any  flag,  standard 
or  banner  of  any  color  or  design  that  is  now  or  may  hereafter  be 
designated  by  any  bolshevistic,  anarchistic  or  radical  socialistic 
group,  body,  association  or  society  of  persons  as  the  flag,  standard 
or  banner  of  bolshevism,  anarchism  or  radical  socialism. 

Section  2.  That  any  person  or  persons  who  shall  violate  any 
provision  of  section  1  of  this  act  shall,  upon  conviction  of  such 
violation,  be  punished  by  imprisonment  in  the  State  Penitentiary 
for  a  period  of  not  less  than  eighteen  (IS)  months  nor  more 
than  three  (3)  years. 

Section  3.  That  this  act  shall  take  effect  and  be  in  force  from, 
any  after  its  publication  in  the  official  state  paper. 

4.     State  Legislation  —  Flags 

Laws  Relating  to  Education.  Chapter  274.  Concerning  the 
Purchase^  Display,  Custody  and  Care  of  the  United  States 
Flag  for  the  Schools  of  Kansas. 

AN  ACT  concerning  the  purchase,  display,  custody  and  care  of 
the  United  States  flag  for  the  schools  of  Kansas;  providing 
for  rules  and  regulations  for  custody,  care  and  display  of 


3648  Citizenship  Training  in  Other  States 

such  flag;  making  violations  of  this  act  a  misdemeanor,  and 
prescribing  penalties  therefor;  and  repealing  sections  9445 
and  9446  of  the  General  Statutes  of  Kansas  for  1915. 

Be  it  enacted  hy  the  Legislature  of  the  State  of  Kansas: 

Section  1,  That  it  shall  be  the  duty  of  the  school  directors  or 
boards  of  education  of  every  public  or  proprietor  of  a  private 
or  parochial  school  in  the  several  cities,  counties,  districts  and 
school  districts  of  this  state  to  purchase  a  suitable  United  States 
flag,  flagstafi',  the  necessary  appliances  therefor,  and  to  display 
such  flag  upon  or  near  the  public,  private  or  parochial  school 
building  or  grounds  belonging  thereto  in  which  school  is  held 
during  school  hours,  and  at  such  other  times  as  such  school 
directors,  boards  of  education  or  proprietors  may  direct. 

Section  2.  That  it  shall  be  the  duty  of  the  said  school  directors, 
or  boards  of  education  of  every  public  or  proprietor  of  a  private 
or  parochial  school  in  the  several  cities,  counties,  districts,  and 
school  districts  of  this  state  to  purchase  a  suitable  United  States 
flag  for  each  and  every  room  of  their  respective  school  building 
or  buildings  and  to  keep  such  United  States  flag  or  flags  in 
display  in  each  such  school  room  or  rooms  during  the  school 
hours  and  at  such  other  times  as  such  school  directors  or  boards 
of  education  may  direct. 

Section  3.  That  the  said  school  directors  or  boards  of  education 
or  proprietors  of  a  private  or  parochial  school  shall  establish 
rules  and  regulations  for  the  proper  custody,  care  and  display 
of  the  United  States  flag,  and,  when  the  weather  will  not  permit 
it  to  be  otherwise  displayed,  it  shall  be  placed  conspicuously  in 
the  principal  room  in  the  schoolhouse. 

Section  4.  That  it  shall  be  the  duty  of  the  county  superin- 
tendent of  public  instruction  in  each  county  of  the  State  of 
Kansas  to  notify  the  principal  or  proprietor  of  such  public, 
private  or  parochial  school,  having  charge  of  such  school  build- 
ings and  grounds,  to  observe  the  provisions  of  section  1  of  this 
act,  and  if  after  such  notification  the  said  principal  or  proprietor 
of  such  public,  private  or  parochial  school  shall  fail  to  comply 
therewith  for  a  period  of  thirty  days,  such  principal  or  proprietor 
of  such  public,  private  or  parochial  school  shall  be  judged  guilty 
of  misdemeanor,  and  upon  conviction  thereof  shall  be  fined  in  a 
sum  not  less  than  $1  nor  more  than  $5  for  each  thirty  days 
thereafter  that  he  shall  continue  to  neglect  to  obey  the  provisions 
of  this  act. 


Kansas  8649 

Section  5.  That  sections  9445  and  9446  of  the  General  Statutes 
of  Kansas  for  1915  be  and  the  same  are  hereby  repealed. 

Section  6.  That  this  act  shall  take  effect  and  be  in  force  from 
and  after  its  publication  in  the  official  state  paper. 

Chapter  XXVII  ■ —  Patriotism. 

Section  623.  Duty  to  purchase  and  display  of  flag.  That  it 
shall  be  the  duty  of  the  school  directors  or  boards  of  education  of 
every  public  or  proprietor  of  a  private  or  parochial  school  in  the 
several  cities,  counties,  districts  and  school  districts  of  this  state 
to  purchase  a  suitable  United  States  flag,  flagstaff  and  the  neces- 
sary appliances  therefor,  and  to  display  such  flag  upon  or  near  the 
public,  private  or  parochial  school  building  or  grounds  belonging 
thereto  in  which  school  is  held  during  school  hours,  and  at  such 
other  times  as  such  school  directors,  boards  of  education  or  pro- 
prietors may  direct.     (Laws  1919,  ch.  274,  sec.  1.) 

§  624.  Flag  for  each  room.  That  it  shall  be  the  duty  of  the 
said  school  directors,  or  boards  of  education  of  every  public  or 
proprietor  of  a  private  or  parochial  school  in  the  several  cities, 
counties,  districts  and  school  districts  of  this  state  to  purchase 
respective  school  building  or  buildings  and  to  keep  such  United 
States  flag  or  flags  in  display  in  each  such  schoolroom  or  rooms 
during  the  school  hours  and  at  such  other  times  as  such  school 
directors  or  boards  of  education  may  direct.  (Laws  1919,  ch.  274; 
sec.  2.) 

§  625.  Rules  and  regulations  for  care  aiul  display  of  flag. 
That  the  said  school  directors  or  boards  of  education  or  pro- 
prietor of  a  private  or  parochial  school  shall  establish  rules  and 
regulations  for  the  proper  custody,  care  and  display  of  the  said 
United  States  flag,  and,  when  the  weather  will  not  permit  it  to 
be  otherwise  displayed,  it  shall  be  placed  conspicuously  in  the 
principal  room  in  the  schoolhouse.     (Laws  1919,  ch.  274,  sec.  3.) 

§  626.  Duty  of  county  superintendents.  That  it  shall  be  the 
duty  of  the  county  superintendent  of  public  instruction  in  each 
county  of  the  state  of  Kansas  to  notify  the  principal  or  proprietor 
of  such  public,  private  or  parochial  school,  having  charge  of  such 
school  buildings  and  grounds,  to  observe  the  provisions  of  section 
one  of  this  act,  and  if  after  such  notification  the  said  principal 
or  proprietor  of  such  public,  private  or  parochial  school  shall  fail 
to  comply  therewith  for  a  period  of  thirty  days,  such  principal 
or  proprietor  of  such  public,  private  or  parochial  school  shall  be 
115 


3650  CmzEiirsHiP  Teaining  in  Othee  States 

judged  giiiltj  of  misdemeanor,  and  upon  conviction  thereof  shall 
be  fined  in  a  sum  not  less  than  one  dollar  nor  more  than  five  dol- 
lars for  each  thirty  days  thereafter  that  he  shall  continue  to 
neglect  to  obey  the  provisions  of  this  act.  (Laws  1919,  ch.  27-4, 
sec.  4.) 

Chapter  XXVII. —  Patriotism 
Article  II. —  Patriotic  Instruction. 

Section  629.  Duty  of  state  superintendent.  (9447)  It  shall  be 
the  duty  of  the  state  superintendent  of  public  instruction  of  this 
state  to  prepare  for  the  use  of  the  public  schools  of  the  state  a 
program  providing  for  a  salute  to  the  flag  at  the  opening  of  each 
day  of  school,  and  such  other  patriotic  exercises  as  may  be  deemed 
by  him  to  be  expedient,  under  such  regulations  and  instructions 
as  may  best  meet  the  varied  requirements  of  the  ditferent  grades 
in  such  schools.  It  shall  also  be  his  duty  to  make  special  pro- 
vision for  the  observance  of  (in)  such  public  schools  of  Lincoln's 
birthday,  Washington's  birthday,  Memorial  day  (May  30),  and 
Flag  day  (June  14),  and  such  other  legal  holidays  of  like  charac- 
ter as  may  be  hereafter  designated  by  law.  (Laws  1907,  ch,  319. 
•sec.  3.) 

§  630.  Patriotic  exercises.  (9448)  The  state  superintendent 
of  public  instruction  is  hereby  authorized  and  directed  to  procure 
and  provide  the  necessary  and  appropriate  instructions  for 
developing  and  encouraging  such  patriotic  exercises  in  the  public 
schools,  and  the  state  printer  is  hereby  authorized  and  directed 
to  do  such  printing  and  binding  as  may  become  necessary  for  the 
efficient  and  faithful  carrying  out  of  the  purposes  of  this  act. 
(Laws  1907,  ch.  319,  sec.  4.) 

5,     State  Legislation.     English  Language 

Laws  Relating  to  Education.  Chapter  257.  Providing  for  the 
Exclusive  Use  of  the  English  Language  in  all  Elementary 
Schools. 

AN  ACT  in  relation  to  instruction  in  public,  private  and  paro- 
chial schools,  and  providing  for  the  enforcement  thereof. 

Be  it  enacted  by  the  Legislature  of  the  State  of  Kansas: 
Section  1.   All  elementary  schools  in  this  state,  whether  public, 

private,  or  parochial,  shall  use  the  English  language  exclusively 

as  the  medium  of  instruction. 


Kansas  3651 

Section  2.  All  schools,  public,  private,  or  parochial,  shall  pro- 
vide and  give  a  complete  course  of  instruction  to  all  pupils,  in 
civil  government,  and  United  States  history,  and  in  patriotism 
and  the  duties  of  a  citizen,  suitable  to  the  elementary  grades. 

Section  3.  The  State  Board  of  Education  shall  have  the  power 
of  visitation  to  see  that  the  provisions  of  this  act  are  complied 
with,  and  if  it  be  found  that  any  provision  of  this  act  is  being 
violated,  the  state  board  shall  order  such  school  forthwith  to 
comply  with  this  act,  and  if  such  order  be  not  complied  with 
within  thirty  days  after  such  order,  excluding  vacation  periods, 
then  the  state  board  shall  be  authorized  to  order  such  school  to 
be  closed,  and  the  county  attorney  of  the  county,  where  such 
school  is  located,  or  the  attorney-general  of  the  State  of  Kansas, 
at  the  election  of  the  State  Board  of  Education,  shall  enforce 
the  orders  of  the  board  by  action  in  the  name  of  the  state  on  his 
rehition  or  the  relation  of  such  board  of  education. 

Section  4.  This  act  shall  be  in  force  and  effect  from  and  after 
its  publication  in  the  statute  book. 

6.     State  Legislation  —  Facilities  for  Adults 
Chapter  XXIV  —  Night  Schooh. 

Section  604.  School  hoards  shall  have  poiuer  to  establish  night 
schools.  (9394)  The  school  board  of  any  district  or  the  board 
of  education  of  any  city  in  this  state  shall  have  the  power  to 
establish  and  maintain  free  public  night  schools  in  connection  with 
the  public  school  of  such  district  or  city,  for  the  instruction  of 
persons  of  the  age  of  fourteen  years  and  over  residing  in  said 
district  or  city,  not  required  by  law  to  attend  the  public  day  school 
therein:  Provided,  That  it  shall  be  the  duty  of  such  board  to 
establish  and  maintain  such  public  night  school  whenever  peti- 
tioned in  writing  therefor  by  the  parents  or  guardians  of  ten  per- 
sons eligible  to  attend  said  night  school :  Provided  further.  That 
said  board  may  discontinue  such  night  school  whenever  the  average 
nightly  attendance  thereof  shall  be  not  more  than  seven.  (Laws 
1913, 'ch.  267,  sec.  1.) 


CHAPTER  XV 

Kentucky 

V.  0.  Gilbert,  State  Superintendent  of  Education,  Frankfort. 
Letter,  October  27,  1919.  Bulletin,  "  Common  School  Laws, 
Kentucky.      1918.     Vol.  II,  No.  2." 

1.  State  legislation  —  Compulsion  for  Minors 

Common  School  Laws.  Chapter  XVII.  "  Compulsory  Educa- 
tion or  Compulsory  Attendance  Law." 
213  (4521a-l  Ky.  St.).  Parents  and  guardians  to  send  chil- 
dren to  school. —  Exception.  Every  parent,  guardian  or  other  per- 
son I'esiding  within  the  boundary  of  the  county  school  district 
law,  and  having  the  custody,  control  or  supervision  of  any  child 
or  children  between  the  ages  of  seven  and  twelve  years,  inclusive, 
shall  cause  such  child  or  children  to  be  enrolled  in  and  to  attend 
some  public  or  private  day  or  parochial  school  regularly  for  the 
full  common  school  or  graded  common  school  term  in  each  year 
in  the  common  school  district  of  the  county  in  which  such  child 
or  children  may  live  in  this  commonwealth:  Provided,  however, 
that  this  act  shall  not  apply  in  any  case  where  the  child  has  been 
or  is  being  taught  at  home  in  such  branches  as  are  taught  in  the 
public  schools  for  a  like  period  of  time  and  subject  to  the  same 
examination  as  other  pupils  in  the  district  in  which  such  child 
resides;  and  for  the  purpose  of  ascertaining  whether  or  not  any 
child  is  embraced  within  this  exemption  the  county  court  may 
order  such  child  to  submit  to  an  examination  to  he  given  by  the 
County  Superintendent  of  Schools:  Provided,  further,  that  this 
section  shall  not  apply  to  any  child  who  is  excused  by  the  County 
Board  of  Education,  upon  its  being  shown  to  the  satisfaction  of 
the  County  Superintendent  of  Schools  that  such  child  is  not  in 
proper  physical  or  mental  condition  to  attend  school. 

2.     State  Legislation.     Compulsion  for  Minors  and  for  Minors  of 

Employment  Age 

Common     School     Laws.      Chapter     XXXIII.      "Compulsory 

Attendance  and  Truancy  Law  in  Cities  of  the  First,  Second, 

Third  and  Fourth  Classes." 

577    (2978c).      (1)   Children  between   the   ages   of   seven   and 

sixteen  to  be  enrolled  in  school. —  Exceptions.     That  every  parent, 

guardian  c  other  person  in  any  city  K>i  the  first,  second,  third 

[3652] 


KE^^TI"CKY  3653 

or  fourtli  class,  having  tte  ciistocly,  control  or  sui>ervision  of  any 
child,  or  children,  between  the  ages  of  seven  and  sixteen  years, 
inclusive,  shall  cause  such  child  to  be  enrolled  in  and  to  attend 
to  some  public  or  private  day  or  parochial  school  regularly  each 
school  year  for  a  full  term  or  period  of  said  school,  provided  that 
sueh  private  or  parochial  school  term  shall  not  be  for  a  shorter 
period  during  each  year  than  the  term  of  the  public  schools  in 
the  city  of  the  child's  residence.  Provided,  further,  that  this 
act  shall  not  apply  in  any  case  where  the  child  has  been,  or  is 
being  taught  at  home  in  such  branches  as  are  taught  in  the  public 
schools  for  a  like  period  of  time  and  subject  to  the  same  examina- 
tions as  other  pupils  of  the  city  in  which  the  child  resides;  and 
for  the  purpose  of  ascertaining  whether  or  not  any  child  is 
embraced  within  this  exemption  the  court  may  order  such  child 
to  submit  to  an  examination  to  be  given  by  the  city  superin- 
tendent of  schools.  Provided,  further,  that  this  section  shall 
not  apply  to  any  child  who  is  excused  by  the  board  of  education 
or  school  board  of  the  city  in  which  the  parent,  guardian  or  per- 
son having  the  custody,  control  or  supervision  of  such  child  or 
children  reside,  upon  it  being  showTi  to  the  satisfaction  of  the 
superintendent  or  chief  executive  officer  of  schools  upon  certifi- 
cate of  the  health  officer,  which  certificate  shall  be  filed  in  the 
office  of  the  superintendent  of  schools,  that  such  child  is  not  in 
proper  physical  or  mental  condition  to  attend  school.  Provided, 
further,  that  the  provisions  of  this  act  shall  not  apply  to  any 
child  between  fourteen  and  sixteen  years  of  age  for  whom  an 
emplojTnent  certificate  may  have  been  issued  in  accordance  with 
the  provisions  of  the  child  labor  law. 

3.     Citizenship  Training  Through  Public  Schools 

Common  School  Laws.  Chapter  XXV.  "Illiteracy  Com- 
mission." 
333.  Commission  appointed  by  Governor —  That  there  is 
hereby  created  a  commission  to  be  kno^vn  as  ''  The  Kentucky 
Illiteracy  Commission,"  which  shall  be  composed  of  five  persons, 
both  men  and  women,  including  the  Superintendent  of  Public 
Instruction,  who  shall  be  ex-officio  a  member  thereof.  Said  com- 
missioners shall  be  appointed  by  the  Governor  of  the  Common- 
wealth and  shall  be  selected  for  their  fitness,  ability  and 
experience  in  matters  educational  and  their  acquaintance  with 
the  conditions  of  adult  illiteracy  in  the  State  of  Kentucky  and 
its  various  communities.     Two  of  said  commissioners  shall  hold 


3654  Citizenship  Training  in  Othee  States 

office  for  two  years  and  two  for  four  years  from  the  date  of  their 
first  appointment  by  the  Governor;  after  which  all  of  said  com- 
mis.sioners  shall  hold  for  a  period  of  four  years,  but  the  term 
of  two  of  them  shall  expire  biennially.  Any  and  all  vacancies 
occurring  in  said  commission  shall  be  filled  for  the  unexpired 
term  by  the  Governor.  Said  commissioners,  or  any  of  them, 
mav  be  removed  at  anv  time  for  cause. 

336.  Data  to  be  collected  and  distributed. —  It  shall  be  the 
duty  of  said  commission,  and  it  shall  have  the  power,  to  make 
research,  collect  data  and  statistics,  and  procure  surveys  of  any 
and  all  communities,  districts  or  vicinities  of  the  State  looking 
to  the  obtaining  of  a  more  detailed,  definite  and  particular 
knowledge  as  to  true  conditions  of  the  state  with  regard  to  its 
adult  illiteracy,  and  report  regularly  the  results  of  its  labors  to 
the  General  Assembly;  and  to  interest  persons  and  institutions 
in  the  dispensation  of  any  and  all  funds  and  endowments  of 
whatsoever  kind  which  will  allow  or  will  or  may  aid  in  the 
elimination  of  the  adult  illiteracy  of  the  State  and  to  do  or  per- 
form any  other  act  which  in  their  discretion  will  contribute  to 
the  elimination  of  the  State's  adult  illiteracy  by  means  of  educa- 
tion, instruction  and  enlightenment;  and  said  commission  shall 
be  empowered  to  receive,  accept,  hold,  o^vn,  distribute  and  expend 
to  the  end  of  educating,  instructing  and  enlightening  and  assist- 
ing in  the  education,  instruction  and  enlightenment  of  illiterate 
persons  in  the  State  of  Kentucky,  any  and  all  funds  or  any  other 
thing  of  value,  with  which  it  may  be  endowed  or  may  otherwise 
receive,  and  in  the  expenditure  and  disbursement  thereof,  said 
commission  shall  be  controlled  by  such  expedient  and  discreet 
regulations  as  it  may  from  time  to  time  adopt ;  provided,  however, 
that  any  and  all  funds  which  may  come  to  the  hands  of  said  com- 
mission shall  be  expended  in  keeping  with  the  general  purposes 
of  this  act. 

4.     Letter  from  Frank  T.  Buerck,   sales  manager,   Courier-Journal 
Job  Printing  Company,  Louisville,  November  24,  1919: 

"  In  addition  to  this  we  are  very  fortunate  here  in  Louis- 
ville of  not  being  worried  by  foreign-born  employees  such 
as  is  the  case  in  eastern  and  northern  cities.  We  are  glad 
to  say,  however,  that  we  always  try  to  co-operate  in  every 
effort  to  Americanize  any  foreign  element  we  might  have, 
but  as  stated  above  we  are  fortunate  in  not  being  troubled 
with  that  in  our  city." 


Kentucky  3655 

5.     Recommendations  for  Citizenship  Training 

Letter  from  Mrs.  Martha  J.  B.  Tuckee,  Director,  Americanizor 
tion  Committee,  Daughters  of  the  American  Revolution, 
Hotel  Watterson,  Louisville,  Kentucky,  l^ovember  15,  1919 
(Mrs.  Tucker  has  been  a  teacher  of  foreign  children  for 
many  years)  : 

*'  It  is  an  injustice  to  try  to  teach  the  American  and  the 
foreign  children  together.  The  foreigners  are  necessarily 
slower. 

''  The  night  school  does  not  meet  the  need  of  the  adult. 
After  a  day's  hard  work,  he  is  unfit  for  mental  work;  even 
if  he  cleans  up  and  goes  he  is  likely  to  fall  asleep.  He 
becomes  discouraged  and  quits.  Only  the  co-operation  of 
the  employer  can  meet  the  work. 

''  The  man  is  or  may  be  cared  for  in  the  factory,  but  what 
of  the  woman  who  must  remain  at  home  to  cook,  wash,  iron 
and  rear  the  family.     We  need  home  missionaries  for  that." 


CHAPTER  XVI 

Louisiana 

T.  H.  Haeris,  State  Superintendent  of  Education,  Baton  Eouge. 
Letter,  October  27,  1919: 

1.  State  Legislation —  Compulsion  for  Minors 
Public  School  Laws  of  Louisiana  —  Act  No.  232  of  1912 

Section  1.  That  section  1  of  act  222  of  the  General  Assembly 
of  the  State  of  Louisiana  of  the  year  1910  be  amended  and  re- 
enacted  so  as  to  read  as  follows : 

Section  1.  From  and  after  October  1,  1910,  every  parent, 
guardian  or  other  person,  residing  within  the  boundaries  of  the 
parish  of  Orleans,  having  control  or  charge  of  any  child  or  chil- 
dren between  the  ages  of  eight  (8)  and  fourteen  (14)  years,  inclu- 
sive, shall  send  such  child  or  children  to  a  public,  private, 
denominational,  or  parochial  day  school  each  school  year,  during 
the  time  in  which  the  public  schools  of  the  parish  of  Orleans  shall 
be  in  session,  under  such  penalty  for  non-compliance  herewith  as 
is  hereinafter  provided.  Said  child  or  children  may  be  excused 
from  such  attendance  by  the  attendance  or  truant  officers  of  the 
parish,  upon  the  presentation  of  satisfactory  evidence  that  the 
bodily  or  mental  condition  of  the  child  or  children  is  such  as  to 
prevent  or  render  inadvisable  attendance  at  school  or  application 
to  study;  or  that  such  child  or  children  are  being  instructed  at 
home,  in  the  common  school  branches,  or  that  the  child  or  children 
have  completed  the  prescribed  elementary  school  course  of  study, 
or  if  the  public  school  facilities  within  twenty  city  blocks  of  the 
home  of  the  child  or  children  are  not  adequate  to  accommodate 
such  child  or  children,  provided,  that  no  excuse  from  attendance 
shall  be  valid  for  more  than  three  months  except  where  the  child 
has  completed  the  elementary  course,  or  if  the  public  school  facili- 
ties within  twenty  city  blocks  of  the  home  of  the  child  or  children 
are  not  adequate  to  accommodate  such  child  or  children.  Every 
parent,  guardian,  or  person  in  the  parish  of  Orleans  having  charge 
or  control  of  a  child  between  the  ages  of  14  and  16  years  who  is 
not  regularly  and  lawfully  engaged  for  at  least  six  hours  each  day 
in  some  useful  employment  or  service,  shall  cause  said  child  to 
attend  regularly  some  day  school  according  to  the  provisions  of 
this  section. 

[3656] 


Louisiana  3657 

Public  School  Laws  of  Louisiama  —  Act  No.  27  of  1916 

Section  1.  Be  it  enacted  by  the  general  assembly  of  the  state 
of  Louisiana,  That  from  and  after  September  the  first,  1916  every 
parent,  guardian,  or  other  person  residing  within  the  state  of 
Louisiana,  having  control  or  charge  of  any  child  or  children 
between  the  ages  of  seven  and  fourteen  years,  both  inclusive,  shall 
send  such  child  or  children  to  a  public  or  private  day  school  under 
such  penalty  for  non-compliance  herewith  as  is  hereinafter 
provided. 

§  2.  Be  it  further  enacted,  etc.,  That  the  minimum  session  of 
attendance  required  under  this  Act  shall  be  one  hundred  forty  days, 
or  for  the  full  session  of  the  public  schools  where  the  public  school 
session  is  one  hundred  forty  days  or  less,  and  children  shall  be 
required  to  enter  school  not  later  than  two  weeks  after  the  opening 
of  the  session  or  term. 

§  3.  Be  it  further  enacted,  etc..  That  the  following  classes  of 
children  between  the  ages  of  seven  and  fourteen  vears  shall  be 
exempted  from  the  provisions  of  this  Act,  the  Parish  School 
Board  to  be  the  sole  judge  in  all  such  cases:  (a)  Children 
mentally  or  physically  incapacitated  to  perform  school   duties; 

(b)  children  who  have  completed  the  elementary  course  of  study ; 

(c)  children  living  more  than  two  and  one-half  miles  from  a 
school  of  suitable  grade  and  for  whom  free  transportation  is  noi 
furnished  by  the  school  board;  (d)  children  for  whom  adequate 
school  facilities  have  not  been  provided ;  (e)  children  whose  serv- 
ices are  needed  to  support  widowed  mothers. 

§  4.  Be  it  further  enacted,  etc.,  That  all  cases  of  violation  of 
the  foregoing  provisions  by  any  parent,  guardian,  or  other  person 
having  control  of  children,  shall  be  tried  in  the  proper  courts 
having  jurisdiction,  and  the  penalty  for  every  violation  of  any  of 
said  provisions  shall  be  a  fine  not  exceeding  ten  dollars,  or  not 
exceeding  ten  days  in  jail,  or  both,  at  the  discretion  of  the  court. 

§  5.  Be  it  further  enacted,  etc..  That  all  cases  of  non-attendance 
of  children  at  schools,  as  above  required,  which  is  not  due  to  the 
fault  of  the  parent,  guardian  or  other  person  having  control  of 
such  children,  on  account  of  failure  to  comply  with  the  foregoing 
provisions,  but  is  due  to  truancy  on  the  part  of  the  child  or  chil- 
dren shall  be  considered  as  delinquency  and  such  child  or  children 
shall  bo  reported  to  the  juvenile  court  as  delinquent  children,  there 
to  be  dealt  with  in  such  manner  as  the  judge  of  said  court  may 
determine,  either  by  placing  said  delinquent  in  a  public  or  private 


3658  Citizenship  Training  in  Other  States 

asylum,  home  or  other  public  institution,  where  schooling  may  be 
provided  for  said  children,  or  otherwise. 

§  6.  Be  it  further  enacted,  etc.,  That  truancy  as  herein  used  is 
defined  to  be  absence  from  school  for  more  than  one  week  without 
cause. 

§  7.  Be  it  further  enacted,  etc..  That  parish  school  boards  shall 
have  authority  to  furnish  textbooks  free  to  children  whose  parents 
or  guardians  are  unable  to  provide  same. 

§  8.  Be  it  further  enacted,  etc..  That  all  laws  or  parts  of  laws 
in  conflict  with  the  provisions  of  this  act  be  and  the  same  are 
hereby  repealed. 

2.  State  Legislation  —  Patriotic  Measures 

Public  School  Laius  of  Louisiana  —  Act  No.  138  of  1918 

Prohibiting  the  use  of  any  disloyal,  abusive,  or  disreputable 
language  concerning  the  United  States  of  America,  or  flag, 
standard,  color,  etc. 

Section  1.  Be  it  enacted  by  the  General  Assembly  of  Louisiana, 
That  if  any  person  shall,  at  any  time  or  place  within  this  state, 
during  the  time  the  United  States  of  Am.erica  is  at  war  with  any 
other  nation,  use  any  language  in  the  presence  and  hearing  of 
another  person,  of  and  concerning  the  United  States  of  America, 
the  entry,  or  the  continuance,  of  the  United  States  of  America  in 
the  war,  or  of  and  concerning  the  army,  navy,  or  marine  corps  of 
the  United  States  of  America,  or  of  and  concerning  any  flag, 
standard,  color,  ensign,  of  the  United  States  of  America,  or  any 
imitation  thereof,  or  the  uniform  of  any  ofiicer  of  the  army  of  the 
United  States  of  America,  which  language  is  disloyal  to  the  United 
States  of  America,  or  abusive  in  character,  and  calculated  to  bring 
into  disrepute  the  United  States  of  America,  the  entry,  or  con- 
tinuance, of  the  United  States  of  America  in  the  war,  the  army, 
navy,  marine  corps  of  the  United  States  of  America,  or  any  flag, 
standard,  color,  or  ensign  of  the  United  States  of  America,  or  any 
imitation  thereof,  or  the  flag,  color,  standard,  or  ensign,  or  the 
uniform  of  any  officer  of  the  army  of  the  United  States  of  America, 
or  is  of  such  nature  as  to  be  reasonably  calculated  to  provoke  a 
breach  of  the  peace,  is  if  said  in  the  presence  and  hearing  of  a 
citizen  of  the  United  States  of  America,  shall  be  decreed  guilty 
of  a  crime,  and  shall  be  punished  with  or  without  hard  labor  in 
the  state  penitentiary  for  any  period  of  time  not  more  than  five 


Louisiana  3G59 

years,  or  by  a  fine  of  not  less  than  fifty  dollars  nor  more  than  five 
thousand  dollars. 

§  2.  Be  it  further  enacted,  etc..  That  any  person  who  shall,  at 
any  time  and  place  within  this  state  during  the  time  the  United 
States  is  at  war  with  any  other  nation,  or  nations,  commit  to 
writing  or  printing,  or  both  writing  and  printing,  by  letters,  words, 
signs,  figures  or  any  other  manner,  and  in  any  language,  anything 
of  and  concerning  the  United  States,  the  entry  or  continuance  of 
the  United  States  in  the  war,  or  of  and  concerning  the  army,  navy, 
or  marine  corps  of  the  United  States,  any  flag,  standard,  color, 
or  ensign  of  the  United  States,  or  any  imitation  thereof,  or  uni- 
form of  any  of  its  officers,  which  is  abusive  in  character,  or  dis- 
loyal to  the  United  States,  and  reasonably  calculated  to  bring 
into  disrepute  the  United  States,  or  the  entry,  or  continuance,  of 
the  United  States  in  the  war,  the  army,  navy,  or  marine  corps  of 
the  United  States,  any  flag,  standard,  color,  or  ensign  of  the  United 
States,  or  that  of  any  of  its  ofiicers,  and  reasonably  calculated  to 
provoke  a  breach  of  the  peace  if  written  to  or  in  the  presence  of 
a  citizen  of  the  United  States,  or  if  said  in  the  presence  and  hear- 
ing of  any  citizen  of  the  United  States  shall  be  deemed  guilty  of 
a  crime,  and  shall  be  punished  as  provided  in  section  one  of  this 
act. 

§  3.  Be  it  further  enacted,  etc..  That  any  person  who  shall, 
within  this  state,  publicly  or  privately,  mutilate,  deface,  defile, 
defy,  tramp  upon,  or  cause  contempt  upon,  either  by  words  or 
acts,  any  flag,  standard,  color,  or  ensign,  of  the  United  States,  or 
that  of  any  of  its  officers,  or  on  any  imitation  of  either  of  them, 
shall  be  deemed  guilty  of  a  crime,  and  shall  be  punished  as  pro- 
vided in  section  one  of  this  act. 

§  4.  Be  it  further  enacted,  etc.,  That  any  person  who,  during 
the  existence  of  the  war  between  the  United  States  and  any  other 
nation,  or  nations,  shall  knowingly  or  maliciously,  within  this 
state,  display  any  flag,  standard,  color,  or  ensign,  or  coat  of  arms 
of  any  nation  with  which  the  United  States  is  at  war,  or  any 
imitation  thereof,  or  that  of  any  state,  subdivision,  city  or  munici- 
pality of  any  such  nations,  shall  be  deemed  guilty  of  a  crime  and 
shall  be  punished  as  provided  in  section  one  of  this  act. 

§  5.  Be  it  further  enacted,  etc.,  That  it  shall  be  the  duty  of  any 
person  who  shall  hear,  see,  or  know  of  any  person  violating  any  of 
t\\6  provisions  of  this  act,  to  immediately  report  the  same  to  some 


3660  Citizenship  Teaining  in  Other  States 

officer  authorized  to  make  arrests  of  such  cases ;  and  it  shall  be  the 
duty  of  said  officer  to  forthwith  cause  the  arrest  of  such  person, 
or  persons,  against  whom  such  charge  has  been  filed,  and  to 
immediately  carry  him  before  the  district  attorney  of  the  parish, 
whose  duty  it  shall  be  to  thoroughly  investigate  the  charges,  and 
to  file  such  information  as  may  be  necessary. 

PvMic  School  Ldws—Act  No.  220  of  1918 

An  Act  to  prevent  and  punish  the  desecration,  mutilation  or 
improper  use  of  the  flag  of  the  United  States  of  America,  and  of 
this  state,  and  of  any  flag,  standard,  color,  ensign  or  shield  author- 
ized by  law,  and  to  make  uniform  the  laws  adopting  same. 

Section  1.  Be  it  enacted  by  the  general  assembly  of  the  state  of 
Louisiana;  That  the  words  flag,  standard,  color,  ensign  or  shield, 
as  used  in  this  act,  shall  include  any  flag,  standard,  color,  ensign 
or  shield,  or  copy,  picture,  or  representation  thereof,  made  of  any 
substance  or  represented  or  produced  thereon,  and  of  any  size, 
evidently  pui^porting  to  be  such  flag,  standard,  color,  ensign  or 
shield  of  the  United  States  or  of  this  state,  or  a  copy,  picture  or 
representation  thereof. 

§  2.  Be  it  further  enacted,  etc..  That  no  person  shall,  in  any 
manner,  for  exhibition  or  display: 

(a)  Place  or  cause  to  be  placed  any  word,  figure,  mark,  picture, 
design,  drawing  or  advertisement  of  any  nature  upon  any  flag, 
standard,  color,  ensign  or  shield  of  the  United  States  or  of  this 
state,  or  authorized  by  any  law  of  the  United  States  or  of  this 
state;  or 

(b)  Expose  to  public  view  any  such  flag,  standard,  color,  ensign 
or  shield  upon  which  have  been  printed,  painted  or  otherwise  pro- 
duced, or  to  which  shall  have  been  attached,  appended,  affixed  or 
annexed  any  such  word,  figure,  mark,  picture,  design,  drawing  or 
advertisement ;  or 

(c)  Expose  to  public  view  for  sale,  manufacture,  or  otherwise, 
or  to  sell,  give  or  have  in  possession  for  sale,  for  gift  or  for  use 
for  any  purpose,  any  substance,  being  an  article  of  merchandise, 
or  receptacle,  or  thing  for  holding  or  carrying  merchandise,  u])on 
or  to  which  shall  have  been  produced  or  attached  any  such  flag, 
standard,  color,  ensign  or  shield,  in  order  to  advertise,  call  atten- 
tion to,  decorate,  mark  or  distinguish  such  article  or  substance. 

§  3.    Be  it  further  enacted,  etc.,  That  no  person  shall  publicly 


Louisiana  3661 

mutilate,  deface,  defile,  defy,  trample  upon,  or  by  word  or  act  cast 
contempt  ujwn  any  such  llag,  standard,  color,  ensign  or  shield. 

§  4.  Be  it  further  enacted,  etc.,  That  this  statute  shall  not 
apply  to  any  act  permitted  by  the  statutes  of  the  United  States 
(or  of  this  state),  or  by  the  United  States  army  and  navy  regula- 
tions, nor  shall  it  apply  to  any  printed  or  written  document  or  pro- 
duction, stationery,  ornament,  picture  or  jewelry  whereon  shall  he 
depicted  said  flag,  standard,  color,  ensign  or  shield  with  no  design 
or  words  thereon  and  disconnected  with  any  advertisement. 

§  5.  Be  it  further  enacted,  etc..  That  any  violation  of  section 
two  of  this  act  shall  be  a  misdemeanor  and  punishable  by  a  fine 
of  not  more  than  ten  dollars.  Anv  violation  of  section  three  of  this 
act  shall  be  a  misdemeanor  punishable  by  a  fine  of  not  more  than 
twenty-five  dollars,  or  by  imprisonment  for  not  more  than  thirty 
days,  or  by  both  fine  and  imprisonment,  in  the  discretion  of  the 
court. 

§  6.  Be  it  further  enacted,  etc..  That  all  laws  and  parts  of  laws 
in  conflict  herewith  are  hereby  repealed. 

§  7.  Be  it  further  enacted,  etc..  That  this  act  shall  be  so  con- 
strued as  to  effectuate  its  general  purpose  and  to  make  uniform 
the  laws  of  the  states  which  enact  it. 

§  8.  Be  it  further  enacted,  etc.,  That  this  act  raav  be  cited  as 
the  Uniform  Flag  Law. 

§  9.  Be  it  further  enacted,  etc..  That  this  act  shall  take  effect 
on  and  after  September  first,  nineteen  hundred  and  eighteen. 

3.  State  Legislation  —  English  Language 

Constitution  of  the  State  of  Louisiana  —  Article  251 — French 
May  be  Taught 

The  general  exercises  in  the  public  schools  shall  be  conducted 
in  the  English  language;  provided,  the  the  French  language  may 
be  taught  in  those  parishes  or  localities  where  the  French  lan- 
guage predominates,  if  no  additional  expense  is  incurred  thereby. 

4.  State  Legislation  —  Facilities  for  Adults 

Act  for  tJie  Encouragement  of  Facilities  for  Adult  Education 
—  Public  School  Laivs  of  Louisiana,  1916 
Section  60.    Be  it  further  enacted,  etc..  That  the  state  board  of 
education  and  the  parish  school  officials  shall  do  everything  pos- 
sible to  eradicate  adult  illiteracy  in  Louisiana. 


3662  CiTizE:srsHiP  TEAiisriNG  in  Other  States 

5.  State   Legislation  —  Teachers 

Act  Providing  for  EstahUshment  and  Conduct  of  Teachers'  Insti- 
tutes—  Public  School  Laws  of  Louisiana,  1919 

Section  34.  Be  it  further  enacted,  etc.,  That  the  parish  school 
boards  shall  provide  for  and  conduct  sueh  teachers'  institutes  as 
they  deem  necessary,  and  the  state  board  of  education  shall  adopt 
annually  suitable  reading  circle  books  for  use  in  the  institute 
work,  shall  prepare  rules  and  regulations  for  the  government  of 
the  institutes,  and  do  everything  possible  for  the  benefit  and 
improvement  of  the  teachers  engaged  in  public  school  work. 

§  35.  Be  it  further  enacted,  etc.,  That  the  provisions  of  this 
act  relating  to  teachers'  institutes  shall  not  be  compulsory  in  the 
parish  of  Orleans,  but  the  school  board  of  said  parish  at  its  election 
may  conduct  such  teachers'  institutes  as  it  may  deem  necessary. 

6.     Letter  from  State  Superintendent 

"During  the  summer  of  1919  we  organized  in  several 
parishes  classes  for  adult  illiterates  and  adult  foreigners, 
and  we  instructed  five  or  six  hundred  of  each.  The  adult 
foreigners  were  instructed  by  the  Department  of  Agricul- 
ture, Division  of  Immigration.  The  native  adult  illiterates 
were  instructed  by  the  parish  school  boards. 

"It  was  our  experience  that  it  is  not  very  difficult  to 
induce  foreigners  to  accept  instruction,  for  the  reason  that 
they  wish  to  qualify  as  American  citizens. 

"We  find  it  quite  difficult,  however,  to  induce  adult 
illiterate  natives  to  enroU  in  classes  and  accept  instruction. 
These  people  are  not  ambitious  and  they  are  naturally  timid 
and  suspicious,  and  there  is  no  particular  goal  to  hold  out 
to  them. 

"  I  believe,  however,  that  the  work  should  be  continued 
for  both  classes  of  adults,  and  I  expect  to  ask  the  Legislature 
which  will  meet  next  spring  for  a  special  appropriation  to 
be  used  in  employing  teachers  and  supervisors  for  such 
instruction.     We  need  no  new  legislation  on  the  subject." 


CHAPTER  XVn 
Maine 


1.  State  Legislation  —  Compulsion  for  Minors 

Laivs  of  Maine  Belating  to  Public  Schools 

Section  63.  Towns  may  make  by-laws  concerning  ti-uants; 
approval,  B.  S.  c.  15,  sec.  46.  Towns  may  make  such  by-laws, 
not  repugnant  to  law,  concerning  habitual  truants,  and  children 
between  siz  and  seventeen  years  of  age  not  attending  school, 
without  any  regular  and  lawful  occupation,  and  growing  up  in 
ignorance,  as  are  most  conducive  to  their  welfare  and  the  good 
order  of  society ;  and  may  annex  a  suitable  penalty,  not  exceeding 
twenty  dollars,  for  anv  breach  thereof;  but  such  by-laws  must  be 
first  approved  by  a  judge  of  the  supreme  judicial  court. 

§  66.  Children  between  certain  ages  required  to  attend  school 
U7iless  excused  or  excluded  by  committee;  penalty  for  neglect. 
R.  S.  c.  15,  sec.  49,  1905,  c.  48,  sec.  9,  1909,  c.  57,  1919,  c.  122. 
Every  child  between  the  seventh  and  fifteenth  anniversaries  of  his 
birth  and  every  child  between  the  fifteenth  and  seventeenth  anni- 
versaries who  cannot  read  at  sight  and  write  legibly  simple  sen- 
tences in  the  English  language,  shall  attend  some  public  day  school 
during  the  time  such  school  is  in  session,  and  an  absence  therefrom 
of  one-half  day  or  more  shall  be  deemed  a  violation  of  this  require- 
ment; provided,  that  necessary  absence  may  be  excused  by  the 
superintending  school  committee  or  superintendent  of  schools  or 
teachers  acting  by  the  direction  of  either ;  provided,  also,  that  such 
attendance  shall  not  be  required  if  the  child  obtained  equivalent 
instruction,  for  a  like  period  of  time,  in  a  private  school  in  which 
the  course  of  study  and  methods  of  instruction  have  been  approved 
by  the  state  superintendent  of  public  schools,  or  in  any  other 
manner  arranged  for  by  the  superintending  school  committee  with 
the  approval  of  the  state  superintendent  of  public  schools;  pro- 
vided, further,  that  children  shall  not  be  credited  with  attendance 
at  a  private  school  until  a  certificate  showing  their  names,  resi- 
dence and  attendance  at  such  school  signed  by  the  person  or  per- 
sons having  such  school  in  charge,  shall  be  filed  with  the  school 
officials  of  the  town  in  which  said  children  reside;  and  provided, 
further,  that  the  superintending  school  committee  may  exclude 
from  the  public  schools  any  child  whose  physical  or  mental  con- 
dition makes  it  inexpedient  for  him  to  attend.    All  persons  having 

f3663] 


3664  Citizenship  Training  in  Other  States 

children  under  their  control  shall  cause  them  to  attend  school  as 
provided  in  this  section,  and  for  every  neglect  of  such  duty  shall 
be  punished  by  a  fine  not  exceeding  twenty-five  dollars  or  shall 
be  imprisoned  not  exceeding  thirty  days. 

2.  State  Legislation  —  Minors  of  Employment  Age 

Laws  of  Maine  Relating  to  Public  Schools 

Section  20.  Employment  of  cliildren  under  fourteen  years  of 
arje  regulated.  1915,  c.  327,  sec.  1.  ~So  child  under  fourteen 
years  of  age  shall  be  employed,  permitted  or  sufi'ered  to  work  in, 
about,  or  in  connection  with  any  manufacturing  or  mechanical 
establishment.  Ko  child  under  fifteen  years  of  age  shall  be  era- 
ployed,  permitted  or  suffered  to  work  at  any  business  or  service 
for  hire,  whatever,  during  the  hours  that  the  public  schools  of  the 
town  or  city  in  which  he  resides  are  in  session. 

§  21.  Regulation  for  employment  of  minors  between  four- 
teen and  sixteen  years  of  age;  issuance  of  ivorh  permits;  phy- 
sician s  certificate  may  be  required.  1915,  c.  327,  sec.  2.  No 
minor  between  the  ages  of  fourteen  and  sixteen  years  shall  be 
employed,  i>ermitted  or  suffered  to  work  in  any  of  the  aforemen- 
tioned occupations  unless  the  person,  firm  or  corporation  employ- 
ing such  child  procures  and  keeps  on  file  accessible  to  any  attend- 
ance oflicer,  factory  inspector  or  other  authorized  officer  charged 
with  the  enforcement  of  sections  twenty  to  thirty-one,  both  inclu- 
sive, of  this  chapter,  a  work  permit  issued  to  said  child  by  the 
superintendent  of  schools  of  the  city  or  town  in  which  the  child 
resides,  or  by  some  person  authorized  by  him  in  writing.  The 
person  authorized  to  issue  a  work  permit  shall  not  issue  such 
permit  until  such  child  has  furnished  such  issuing  officer  a  cer- 
tificate signed  by  the  principal  of  the  school  last  attended  showing 
that  the  child  can  read  and  write  correctly  simple  sentences  in 
the  English  language  and  that  he  has  satisfactorily  completed  the 
studies  covered  in  the  first  six  yearly  grades  of  the  elementary 
public  schools,  or  their  equivalent;  in  case  such  certificate  cannot 
1)0  obtained,  then  the  officer  issuing  the  work  permit  shall  examine 
such  child  to  determine  whether  he  can  meet  the  educational 
standard  specified  and  shall  file  in  his  office  a  statement  setting 
forth  the  result  of  such  examination ;  nor  until  he  has  received, 
examined,  approved  and  filed  satisfactory  evidence  of  age  showing 
that  the  child  is  fourteen  years  old  or  upwards;  such  evidence 
shall  consist  of  a  certified  copy  of  the  town  clerk's  record  of  the 


Maine  3665 

birth  of  said  child,  or  a  certified  copy  of  his  baptismal  record, 
showing  the  date  of  his  birth  and  place  of  baptism,  or  a  passport 
showing  the  date  of  birth.  In  the  event  of  the  minor  being  unable 
to  produce  the  evidence  heretofore  mentioned,  and  the  person 
authorized  to  issue  the  work  permit  being  satisfied  of  that  fact, 
the  said  work  permit  may  be  issued  on  other  documentary  evi- 
dence of  age  satisfactory  to  the  person  authorized  to  issue  the  work 
permit,  provided  said  documentary  evidence  has  been  approved 
by  the  state  commissioner  of  labor.  The  superintendent  of  schools, 
or  the  person  authorized  to  issue  such  work  permit  may  require, 
in  doubtful  cases,  a  certificate  signed  by  a  physician  appointed 
by  the  school  board,  or,  in  case  there  is  no  school  physician,  from 
the  medical  officer  of  the  board  of  health,  stating  that  such  child 
has  been  examined  by  him,  and,  in  his  opinion,  has  reached  the 
normal  development  of  a  child  of  its  age  and  is  in  sufficiently 
sound  health  and  physically  able  to  perform  the  work  which  he 
intends  to  do.  The  state  factory  inspector,  his  deputy  or  agent, 
may  require  a  similar  certificate  in  doubtful  cases,  of  the  minors 
employed  under  a  work  permit.  A  work  permit  when  duly  issued 
shall  excuse  such  child  from  attendance  at  public  school ;  but  no 
person  shall  issue  such  permit  to  any  minor  then  in  or  about  to 
enter  his  employment  or  the  emplo^^uent  of  the  firm  or  corpora- 
tion of  which  he  is  a  member,  stockholder,  officer  or  employee. 

3.  State   legislation  —  Flags 
Laws  of  Maine  Relating  to  Public  Schools — 1919 

Section  52.  Flags  to  he  furnished  schools,  1907,  c.  182,  1915, 
c.  176.  Superintendents  of  schools  shall  see  that  the  flag  is  dis- 
played from  the  public  school  buildings  on  appropriate  occasions. 
They  shall  report  annually  to  the  towns  the  amount  necessary  to 
furnish  the  public  schools  with  suitable  flags  and  flagstaff s  and 
towms  shall  annually  appropriate  a  sufficient  amount  to  defray  the 
necessary  cost  of  the  display  of  the  flag.  The  appropriation  for 
this  purpose  shall  be  separate  from  and  additional  to  all  other 
appropriations  for  schools.  It  shall  be  the  duty  of  instructors 
to  impress  upon  the  youth  by  suitable  references  and  observances 
the  significance  of  the  flag,  to  teach  them  the  cost,  the  object  and 
principles  of  our  government,  the  great  sacrifices  of  our  fore- 
fathers, the  important  part  taken  by  the  union  army  in  the  war 
of  eighteen  hi^ndred  sixty-one  to  eighteen  hundred  sixty-five,  and 
to  teach  them  to  love,  honor  and  respect  the  flag  of  our  country 
that  cost  80  much  and  is  so  dear  to  every  true  American  citizen. 


3666  Citizenship  Training  in  Other  States 

4.  State    Legislation  — Americanization 
Laws  of  Maine  Relating  to  Public  Schools 

Section  137.  State  aid  to  towns  main'aining  evening  schools. 
Americanization  and  reducing  illiteracy,  1911,  c.  188,  sec.  6, 
1915,  c.  90,  1919,  c.  148.  Whenever  the  superintending  school 
committee  of  any  town  shall  have  maintained  during  the  school 
year  an  evening  school  as  provided  by  section  twenty-five,  said 
town  shall  be  reimbursed  by  the  state  a  sum  equal  to  two-thirds 
the  amount  paid  for  instruction  in  such  evening  school,  provided 
there  shall  have  been  offered,  in  addition  to  the  subjects  elsewhere 
prescribed  for  evening  schools,  courses  in  the  commercial 
branches,  the  domestic  and  manual  arts  or  the  elements  of  the 
trades,  said  courses  to  be  subject  to  the  approval  of  the  state  super- 
intendent of  public  schools ;  no  town  shall  be  entitled  to  receive  a 
reimbursement  under  the  provisions  of  this  section,  unless  the 
total  average  attendance  in  said  courses  shall  equal  not  less  than 
twenty-five  per  cent  of  the  average  attendance  of  the  school;  pro 
vided,  however,  that  for  the  purpose  of  Americanization  and  also 
for  the  purpose  of  reducing  illiteracy  within  the  state  all  towns 
and  cities  in  which  there  are  persons  of  normal  mentality  over 
eighteen  years  of  age  who  are  unable  to  read,  to  write  and  to  speak 
the  English  language  to  a  reasonable  degree  of  efficiency,  or  who 
are  unable  to  read  and  to  write  in  any  language,  are  hereby  au- 
thorized to  organize  and  conduct  evening  schools  or  classes  in 
which  such  persons  of  foreign  birth  or  foreign  extraction  shall  be 
given  opportunity  to  learn  to  read,  to  write  and  to  speak  the  Eng- 
lish language  and  to  learn  the  duties  of  citizens  in  a  democracy, 
and  also  in  which  illiterates  shall  be  given  opportunity  to  learn 
to  read  and  to  write  and  to  pursue  such  other  subjects  as  will 
increase  their  civic  intelligence.  SHich  schools  and  classes  shall 
meet  the  approval  of  the  state  superintendent  of  schools  in  regard 
to  the  qualifications  of  instructors,  length  of  term  and  subjects 
offered  and  towns  maintaining  them  shall  be  reimbursed  to  the 
same  extent  and  in  the  same  manner  as  for  other  schools  and 
classes  set  forth  in  this  section, 

5.  Proposed  Legislation 

The  following  bill  has  been  introduced  in  the  Maine  Legisla- 
ture, which  will  require  education  of  all  non-English-speaking 
people : 


Maine  3667 

On  and  after  July  1,  1922,  no  person  who  is  over  18  years 
of  age  and  less  than  45  years  of  age  shall  he  employed  in  any 
factory,  workshop,  manufacturing,  mechanical  establishment,  or 
by  a  contractor  employing  more  than  25  persons,  unless  such  per- 
son can  speak,  read,  and  write  in  the  English  language  with  pro- 
ficiency equal  to  the  third  grade  of  Maine  standard,  or  unless 
such  person  attends  for  at  least  three  hours  in  each  of  16  weeks, 
or  an  equivalent  in  each  year,  a  class  approved  by  the  superin- 
tendent and  school  committee  of  the  town  in  which  such  persons 
maintain  their  residence.  Every  such  person  shall  have  in  his 
or  her  possession  a  punched  card  recording  attendance.  Employ- 
ers of  such  persons  shall  keep  a  list  of  all  such  persons  to  which 
local  and  state  school  authorities  shall  have  access.  It  shall  be  the 
duty  of  the  State  Superintendent  of  Public  Schools  to  provide 
record  attendance  cards,  and  to  prepare  and  cause  to  be  printed 
outline  studies  in  reading  and  writing,  and  the  duties  of  citizens 
for  use  in  such  classes. 

6.  Letter  from  Augustus  0.  Thomas,  State  Superintendent  of  Public 
Schools,  Augusta,  October  30,  1919: 

"  The  last  Legislature  of  the  State  of  Maine  made  pro- 
vision for  carrying  on  an  Americanization  program  of  con- 
siderable importance.  The  work  is  being  conducted  under 
the  direction  of  the  State  Superintendent  of  Schools. 

"  The  Legislature  made  ample  provision  for  carrying  on 
the  Americanization  program.  The  state  is  able  to  pay  two- 
thirds  of  the  cost  of  instruction  in  all  instances  and  in  some 
instances  the  entire  cost.  A  number  of  night  schools  are 
now  being  opened  with  the  one  at  Lewiston,  the  largest  of 
any  conducted  in  the  interest  of  those  who  desire  to  learn  the 
English  language  and  the  foundations  of  our  government. 
The  last  report  I  had  over  200  adults  were  attending  this 
school. 

"  In  order  to  receive  financial  assistance  from  the  state 
these  Americanization  schools  must  be  conducted  by  public 
school  officials  in  the  several  localities. 

"  The  last  Legislature  also  under  the  direction  of  the  State 
Superintendent  of  Schools  provided  a  law  requiring  that  all 
common  school  subjects  be  taught  entirely  in  the  English 
language.  This  includes  instruction  in  parochial  schools 
also,  and  no  school  can  be  accepted  in  lieu  or  satisfying  the 


oG68  CiTizExsHiP  Trai:n"Ing  in  Other  States 

compulsory  ediKiatlon  act  of  tlie  state  wliicli  is  not  approved 
by  the  State  Superintendent  of  Schools.  All  schools,  public 
and  private,  report  their  attendance,  instruction  and  expense 
to  the  State  Superintendent. 

"An  agent  representing  the  department  is  placed  in  the 
field  for  the  purpose  of  visiting  and  inspecting  schools  and 
helping  teachers  wherever  children  of  foreign  descent  are  in 
attendance. 

"  Personally,  I  feel  that  too  much  attention  cannot  be  paid 
to  this  very  important  work.  The  United  States  Government 
and  the  several  states  of  the  Union  will  be  derelict  in  their 
duty  if  a  vigorous  prosecution  of  an  Americanization  program 
is  not  undertaken.  For  two  years  we  have  been  making  a 
drive  to  get  every  child  in  the  state  who  ought  to  be  in  school 
into  school,  and  during  the  summer  under  my  direction  a 
census  was  taken  of  all  children  between  the  ages  of  ten 
and  twenty-one  who  could  not  read  or  write  and  the  number 
reported  by  the  last  Federal  census  was  reduced  to  o-tl  chil- 
dren. We  have  the  names  of  these  children,  their  addresses 
and  their  parents'  addresses  also  and  are  making  an  effort 
to  reduce  entirely,  so  far  as  the  mentality  of  the  children 
enables,  our  juvenile  illiteracy  percentage  to  the  very 
minimum. 

"Relative  to  the  management  of  a  program  of  this  sort 
permit  me  to  say  that  I  am  inclined  to  think  that  all  activities 
affecting  the  schools  should  come  through  one  source.  The 
best  results  cannot  be  secured  through  a  dissipation  of 
authority  and  effort." 


CHAPTER  XVIII 

Maryland 

M.  Bates  Stephens,  State  Superintendent  of  Education,  Balti- 
more. Letter,  November  19,  1919.  Bulletin,  ''Maryland 
Public  School  Laws,  1918." 

1.  State   Legislation.     Compulsion   for   Minors   and   for   Minors   of 

Employment  Age 

Public  School  Laws.     Chapter  21.     "School  Attendance." 

153.  ~Ev&vy  child  residing  in  Baltimore  city,  between  eight  and 
fourteen  years  of  age,  shall  attend  some  day  school  regularly,  as 
defined  in  section  131  of  this  subtitle,  during  the  entire  period 
of  each  year  the  public  day  schools  in  said  city  in  which  said 
child  resides  are  in  session,  unless  it  can  be  showai  that  the  child 
is  elsewhere  receiving  regTilarly  thorough  instruction  during  said 
period  in  the  studies  usually  taught  in  the  said  public  schools 
to  children  of  the  same  age;  provided,  that  the  superintendent  or 
princii:)al  of  any  school  or  person  or  persons  authorized  by  said 
superintendent  or  principal  may  excuse  cases  of  necessary  absence 
among  its  enrolled  pupils;  and  provided,  further,  that  the  pro- 
visions of  this  section  shall  not  apply  to  a  child  whose  mental  or 
physical  condition  is  such  as  to  render  its  instruction  as  above 
described  inexpedient  or  impracticable.  Every  person  having 
under  his  control  a  child  between  eight  and  fourteen  years  of  age 
shall  cause  such  child  to  attend  school  or  receive  instructions  as 
required  by  this  section.  Children  over  fourteen  years  of  age 
and  under  the  age  of  sixteen  years,  and  every  person  having 
under  his  control  such  a  child,  shall  be  subject  to  the  requirements 
of  this  section,  unless  such  children  are  regularly  and  lawfully 
employed  to  labor  at  home  or  elsewhere. 

154.  Any  person  who  has  a  child  under  his  control  and  who 
fails  to  comply  with  any  of  the  provisions  of  the  preceding  section 
shall  be  deemed  guilty  of  a  misdemeanor,  and  be  fined  not  exceed- 
ing five  dollars  for  each  offense. 

155.  Any  person  who  induces  or  attempts  to  induce  any  child 

to  absent  himself  unlawfully  from  school,  or  employs  or  harbors 

while  school  is  in  session  any  child  absent  unlawfully  from  school, 

shall  be  deemed  guilty  of  a  misdemeanor,  and  be  fined  not  more 

than  fifty  dollars. 

[3669] 


3670  Citizenship  Training  in  Othek  States 

2.  State  Legislation.     Patriotic  Measures 

Public  School  Laws.    Chapter  75,  Laius  of  1919. 

Section  176-A.  It  shall  be  tbe  duty  of  tlie  board  of  education 
of  each  and  every  county  in  the  State  of  Maiyland,  and  of  the 
Board  of  Education  for  Baltimore  City  in  the  State  of  Mary- 
land, to  cause  to  have  displayed  a  flag  of  the  United  States  of 
America  upon  eveiy  public  school  building  within  their  respective 
jurisdictions  while  said  schools  are  in  session,  and  to  tliat  end 
.shall  make  all  necessary  purchase  of  flags,  staffs  and  appliances 
therefor  and  establish  rules  and  regulations  for  the  proper  custody, 
care,  and  display  of  the  flag  in  said  schools;  and  it  shall  be  the 
duty  of  said  boards  of  education  to  prepare  for  the  use  of  the 
public  schools  of  the  state  a  program  providing  for  the  salute 
to  the  flag,  and  such  other  patriotic  exercises  from  time  to  time  as 
may  be  deemed  by  them  to  be  expedient,  and  under  such  regula- 
tions and  instruction  as  may  best  meet  the  various  requirements 
of  the  different  grades  in  such  schools;  all  to  the  end  that  the 
love  of  liberty  and  democracy,  signified  in  the  devotion  of  all  true 
and  patriotic  Americans  to  their  flag  and  their  country,  shall  be 
instilled  in  the  hearts  and  minds  of  the  youth  of  America. 

3.  Citizenship   Training 

Letter  from  M.  Bates  Stephens,  State  Superintendent  of  Educor 
tion,  Baltimore,  October  30,  1919: 

"Our  State  Board  of  Education  has  called  a  conference 
of  thirty  representative  men  and  women  of  the  state,  to  be 
held  in  this  city  on  November  12th.  The  idea  is  to  organize 
a  directing  committee  for  a  campaign  we  are  hoping  to 
inaugurate  at  an  early  date  along  the  line  of  Americaniza- 
tion, and  making  the  state  100  per  cent,  literate." 

Letter  from  M,  Bates  Stephens,  State  Super iiitendent  of  Educor 
tion,  Baltimore,  November  19,  1919: 

"  The  conference  our  Board  held  on  November  14th  proved 
an  interesting  gathering.  There  were  about  thirty  repre- 
sentative men  and  women  of  the  state  who  took  part  in  the 
conference.  Illiteracy  and  Americanization  were  the  chief 
topics. 

"  Those  present  agreed  to  act  as  an  advisory  committee 
to  the  State  Board  of  Education  in  a  campaign  in  favor  of 
better  school  conditions,  a  higher  appreciation  of  citizensihip. 


Kastland  3671 

and  a  100  per  cent,  literate  commonwealth.  At  least,  this  is 
our  goal. 

"A  committee  will  be  appointed  on  Americanization,  one 
on  illiteracy,  one  on  legislation,  and  the  fourth  on  school- 
houses  and  sanitation. 

"  We  have  a  very  small  percentage  of  foreign-born  outside 
of  Baltimore  City  who  cannot  speak  English.  I  think  in 
the  City  of  Baltimore  we  have  65,000  who  do  not  read  or 
speak  the  English  language. 

"  I  am  of  the  opinion  that  the  adults  will  be  reached  in 
the  factories  through  the  aid  of  the  Johns  Hopkins  Uni- 
versity, as  they  are  reached  in  Milwaukee  by  one  of  the  pro- 
fessors of  the  Wisconsin  University. 

"  Our  Board  will  begin  now  a  movement  for  night  schools 
for  adult  illiterates.  This  work  will  be  carried  on  through 
the  county  boards  of  education." 


CHAPTER  XIX 

Massachusetts 

John  J.  Mahonet,  State  Supervisor  of  Americanization,  Boston. 
Letter,  December  12,  1919.  Bulletin,  "Revised  Laws  Relat- 
ing to  Public  Instruction,  enacted  by  the  Legislature  of 
November  21,  1901,  to  take  effect  January  1,  1902;  also 
Subsequent  Amendments  and  Additions  from  1902  to  1914, 
inclusive,  and  Other  Laws  of  Interest  to  School  Authorities/' 

1.  State   Legislation.     Compulsion   for   Minors  and  for  Minors   of 

Employment  Age 

Revised  Laws  Relating  to  Public  Instruction.  Pages  40,  41. 
Chapter  44.  "Attendance  Compulsory  Between  Seven  and 
Fourteen  Years  of  Age,  and  Under  Sixteen  in  Certain 
Cases." 

Section  1.  Every  child  between  seven  and  fourteen  years  of 
age,  every  child  under  sixteen  years  of  age  who  does  not  possess 
such  ability  to  read,  write  and  spell  in  the  English  language  as 
is  required  for  the  completion  of  the  fourth  grade  of  the  public 
schools  of  the  city  or  town  in  which  he  resides,  and  eveiy  child 
under  sixteen  years  of  age  who  has  not  received  an  employ- 
ment certificate  as  provided  in  this  act  and  is  not  engaged  in  some 
regular  employment  or  business  for  at  least  six  hours  per  day 
or  has  not  the  written  permission  of  the  superintendent  of  schools 
of  the  city  or  town  in  which  he  resides  to  engage  in  profitable 
employment  at  home,  shall  attend  a  public  day  school  in  said  city 
or  town  or  some  other  day  school  approved  by  the  school  com- 
mittee, during  the  entire  time  the  public  schools  are  in  session, 
subject  to  such  exceptions  as  are  provided  for  in  sections  four, 
five  and  six  of  this  chapter  and  in  section  three  of  chapter  forty- 
two  of  the  Revised  Laws,  as  amended  by  chapter  four  hundred 
and  thirty-three  of  the  acts  of  the  year  nineteen  hundred  and 
two  and  by  chapter  five  hundred  and  thirty-seven  of  the  acts  of 
the  year  nineteen  hundred  and  eleven ;  but  such  attendance  shall 
not  be  required  of  a  child  whose  physical  or  mental  condition  is 
such  as  to  render  attendance  inexpedient  or  impracticable,  or  who 
is  being  otherwise  instructed  in  a  manner  approved  in  advance 
by  the  superintendent  of  schools  or  the  school  committee.  The 
superintendent  of  schools,  or  teachers  in  so  far  as  authorized  by 

[3672J 


Massachusetts  3673 

said  superintendent  or  by  the  school  committee,  may  excuse  cases 
of  necessary  absence  for  other  causes  not  exceeding  five  day 
sessions  or  ten  half-day  sessions  in  any  period  of  six  months. 

2.  State  legislation.     Compulsion  for  Minors  of  Employment  Age 

Bevised  Laws  Relating  to  Public  Instruction.  Pages  80-82. 
Chapter  805,  Acts  of  1913.  "  EstahUshment  and  Mainte- 
nance of  Continuation  Schools  and  Courses  of  Instruction 
for  Working  Children." 

Section  1.  When  the  school  committee  of  any  city  or  town 
shall  have  established  continuation  schools  or  courses  of  instruc- 
tion for  the  education  of  minors  between  fourteen  and  sixteen 
years  of  age  who  are  regularly  employed  in  such  city  or  town  not 
less  than  six  hours  per  day,  such  school  committee  may,  with  the 
consent  of  the  board  of  education,  require  the  attendance  in  such 
continuation  schools  or  on  such  courses  of  instruction  of  every 
such  minor  thereafter  receiving  an  employment  certificate  and 
who  is  not  othenvise  receiving  instruction  approved  by  the  school 
committee  as  equivalent  to  that  provided  in  schools  established 
under  the  provisions  of  this  act.  The  required  attendance  pro- 
vided for  in  this  act  shall  be  at  the  rate  of  not  less  than  four  hours 
per  week  and  shall  be  between  the  hours  of  eight  o'clock  in  the 
morning  and  six  o'clock  in  the  afternoon  of  any  working  day  or 
days.  The  time  spent  by  a  child  in  a  continuation  school  or 
class  shall  be  reckoned  as  a  part  of  the  time  or  number  of  hours 
that  minors  are  permitted  by  law  to  work. 

Section  2.  Continuation  schools  or  courses  of  instruction  as 
provided  in  section  one  of  this  act  shall,  so  long  as  they  are 
approved  by  the  board  of  education  as  to  organization,  control, 
location,  equipment,  courses  of  study,  qualifications  of  teachers, 
methods  of  instruction,  conditions  of  admission,  employment  of 
pupils  and  expenditure  of  the  money,  constitute  approved  con- 
tinuation schools  or  courses  of  instruction.  Cities  and  towns 
maintaining  such  approved  continuation  schools  or  courses  of 
instruction  shall  receive  reimbursement  from  the  commonwealth, 
as  provided  in  section  three  of  this  act. 

Section  3.  The  commonwealth,  in  order  to  aid  in  the  main- 
tenance of  approved  continuation  schools  or  courses,  shall  as  pro- 
vided in  this  act  pay  annually  from  the  treasui-y  to  cities  and 


3674  Citizenship  Training  in  Other  States 

towns  maintaining  sucli  scliool  or  courses  an  amount  equal  to 
one-half  of  the  sum  to  be  known  as  the  net  maintenance  sum. 
Such  net  maintenance  sum  shall  consist  of  the  total  sum  raised 
by  local  taxation  and  expended  for  the  maintenance  of  such  a 
school,  less  the  amount,  for  the  same  period,  of  tuition  claims 
paid  or  unpaid  and  receipts  from  the  work  of  pupils  or  the  sale 
of  products. 

Section  4.  When  the  school  committee  of  any  city  or  town 
shall  have  established  a  continuation  school  or  courses  of  instruc- 
tion as  provided  in  section  one  of  this  act,  the  said  school  com- 
mittee may  require  the  attendance,  as  provided  in  section  one  of 
this  act,  in  such  continuation  school  or  on  such  courses  of  instruc- 
tion of  all  minors  between  fourteen  and  sixteen  years  of  age  resid- 
ing in  said  city  or  town  who  are  regularly  employed  in  another 
city  or  town ;  provided,  that  the  city  or  town  in  which  such  minors 
are  employed  does  not  maintain  and  require  attendance  at  a  con- 
tinuation school  or  courses  of  instruction  as  defined  in  section 
one  of  this  act. 

Section  5.  Any  minor  between  fourteen  and  sixteen  years  of 
age  who  is  regularly  employed  in  a  city  or  town  other  than  that  in 
which  the  said  minor  resides  may  attend  a  continuation  school  or 
courses  of  instruction,  as  provided  in  section  one  of  this  act,  in 
the  city  or  town  in  which  such  minor  resides.  Any  minor  attend- 
ing a  continuation  school  or  courses  of  instruction,  as  hereinbefore 
described,  in  the  city  or  town  of  his  residence  in  preference  to 
attending  such  school  or  courses  of  instruction  in  the  city  or  town 
of  his  employment,  shall  file  or  cause  to  be  filed  regularly,  at  least 
once  a  month,  with  the  superintendent,  or  his  representative  duly 
authorized  in  writing,  of  the  city  or  town  in  which  such  minor 
is  employed,  a  report  of  attendance  certified  by  the  superintend- 
ent, or  his  representative  duly  authorized  in  writing,  of  the  city 
or  town  in  which  such  minor  is  attending  school ;  provided,  how- 
ever, that  the  filing  of  such  certified  report  of  attendance 
at  continuation  schools  or  courses  of  instruction  as  defined  in 
section  one  of  this  act  as  not  compulsory  shall  not  be  required. 

Section  6.  The  employer  of  any  minor  between  fourteen  and 
sixteen  years  of  age  who  is  compelled  by  the  provisions  and  regu- 
lations either  of  the  school  committee  in  the  city  or  town  in  which 
such  minor  resides  or  of  the  school  committee  in  the  city  oi  town 
in  which  such  minor  is  employed  to  attend  a  continuation  school 
or  courses  of  instruction  as  defined  in  section  one  of  this  act,  shall 


Massachusetts  3675 

oease  forthwitli  to  employ  such  minor  wlien  notified  in  writing 
by  the  superintendent  or  his  representative  duly  authorized  in 
writing,  having  jurisdiction  over  such  minor's  school  attendance, 
that  such  minor  is  not  attending  school  in  accordance  with  the 
compulsory  attendance  regulations  as  defined  in  section  one  of 
this  act.  Any  employer  who  fails  to  comply  with  the  provisions 
of  this  section  shall  be  punished  by  a  fine  of  not  less  than  ten 
nor  more  than  one  hundred  dollars  for  each  oifense. 

Section  7.  The  superintendent  of  schools  having  jurisdiction, 
or  a  person  authorized  by  him  in  writing,  may  revoke  the  age 
and  schooling  or  employment  certificate  of  any  minor  who  is 
required  by  the  provisions  of  this  act  to  attend  a  continuation 
school  or  courses  if  such  minor  fails  to  attend  such  school  or 
courses  as  provided  by  this  act. 

Section  8.  This  act  shall  take  effect  on  the  first  day  of  Sep- 
tember, nineteen  hundred  and  thirteen. 

Revised  Laws  Relating  to  Public  Instruction.     Pages,  64,   65. 
Chapter  46,  section  66.     "Employment  of  Minors  Between 
Sixteen  and  Twenty-one  Years  of  Age;  Evening  School  At- 
tendance Required/^ 
Section  66.  'No  child  who  is  over  sixteen  and  under  twenty- 
one  years  of  age  shall  be  employed  in  a  factory,  workshop,  manu- 
facturing,   mechanical    or    mercantile    establishmei't    unless    his 
employer  procures  and  keeps   on  file  an   educational  certificate 
showing  the  age  of  the  child  and  his  ability  or  inability  to  read 
and  wi'ite  as  hereinafter  provided.      Such  certificate  shall  be  issued 
by    the    person    authorized    by    this    act    to    issue    employment 
certificates. 

Every  employer  of  such  children  shall  keep  their  educational 
certificates  accessible  to  any  ofiicer  authorized  to  enforce  the  pro- 
visions of  this  act  and  shall  return  said  certificates  to  the  oflSce 
from  which  thev  were  issued  within  two  davs  after  the  date  of 
the  termination  of  the  employment  of  said  children.  If  the  edu- 
cational certificate  of  any  child  who  is  over  sixteen  and  under 
twenty-one  years  of  age  fails  to  show  that  said  child  possesses 
the  educational  qualifications  enumerated  in  section  one  of  chapter 
forty-four  of  the  Revised  Laws,  as  amended,  then  no  person  shall 
employ  such  child  while  a  public  evening  school  is  maintained  in 
the  city  or  town  in  which  the  child  resides,  unless  such  child  is 
a  regular  attendant  at  such  evening  school  or  at  a  day  school, 


S676  Citizenship  Training  in  Other  States 

and  presents  to  his  employer  each  week  a  s-chool  record  of  such 
r.ttendance.  When  such  record  shows  unexcused  absences,  such 
attendance  shall  be  deemed  to  be  irre^ilar  and  insufficient.  The 
person  authorized  to  issue  educational  certificates,  or  teachers 
acting  under  his  authority,  may,  however,  excuse  justifiable 
absence.  Whoever  employs  a  child  in  violation  of  the  provisions 
of  this  section  shall  forfeit  not  more  than  one  hundred  dollars 
for  each  offense,  to  the  use  of  the  evening  schools  of  such  city 
or  town.  A  parent,  guardian  or  custodian  who  permits  a  child 
to  be  employed  in  violation  of  the  provisions  of  this  section  shall 
forfeit  not  more  than  twenty  dollars,  to  the  use  of  the  evening 
schools  of  such  city  or  town. 

3.     State  legislation  —  Flag 

Revised  Laws  Relating  to  Public  Instruction..  Page  34,  Chap- 
ter 42,  Section  50.  "'  Display  of  the  United  States  Flag  on 
ScJioolhouses." 
Section  50.  The  school  committee  of  every  city  and  town  shall 
provide  for  each  schoolhouse  in  which  a  public  school  is  main- 
tained and  which  is  not  otherwise  supplied,  a  United  States  flag 
of  silk  or  bunting  not  less  than  four  feet  in  length,  and  suitable 
apparatus  whereby  the  flag  shall  be  displayed  on  the  schoolhouse 
building  or  grounds  every  school  day  when  the  weather  permits, 
and  on  the  inside  of  the  schoolhouse  on  other  school  days.  Failure 
to  observe  this  law  for  a  period  of  five  consecutive  days  upon  the 
part  of  the  master  or  principal  in  charge  of  the  school  at  the  time, 
shall  be  punished  by  a  fine  of  not  more  than  five  dollars  for  each 
period  of  five  days  of  such  negligence,  unless  such  failure  is 
caused  by  the  school  committee  in  not  providing  the  said  master 
or  principal  with  a  flag,  in  which  case  the  said  penalty  shall  be 
imposed  on  those  directly  responsible  for  the  failure  so  to  supply 
the  said  master  or  principal.  Said  penalty  shall  be  imposed  by 
any  court  of  competent  jurisdiction  within  the  commonwealth. 

4.     State  Legislation  —  English  Language 

Revised  Laws  Relating  to  Public  Instruction.     Page  41.     Chap- 
ter 44,  Section  1,  last  sentence. 
School  committees  shall  approve  a  private  school  only  when  the 
instill ction  in  all  the  studies  required  by  law  is  in  the  English 
language,  and  when  they  are  satisfied  that  such  instruction  equals 


Massachusetts  3677 

in  thoroughness  and  efficiency,  and  in  the  progress  made  therein, 
the  instruction  in  the  public  schools  in  the  same  city  or  town; 
hut  they  shall  not  refuse  to  approve  a  private  school  on  account 
of  the  religious  teaching  therein. 

5.  Citizenship  Training  Through  Public  Schools 

Revised  Laws  Relating  to  Public  Insti-udion.     Page  20.     Chap- 
ter 42,  Section  12.     "  Evening  High  Schools." 

Evening  High  Schools 

'Section  12.  Every  city  of  fifty  thousand  or  more  inhabitants 
shall  maintain  annually  an  evening  high  school,  in  which  shall 
be  taught  such  subjects  as  the  school  committee  thereof  consider 
expedient,  if  fifty  or  more  residents,  fourteen  years  of  age  or  over, 
who  are  competent  in  the  opinion  of  the  school  committee  to  pur- 
sue high  school  studies,  shall  petition  in  writing  for  an  evening 
high  school  and  certify  that  they  desire  to  attend  such  school. 

Section  13.  The  school  committee  shall,  two  weeks  next  before 
the  opening  of  each  term  of  the  evening  schools,  post  in  three 
or  more  public  places  of  their  city  or  to\\m  notice  of  the  location 
of  said  schools,  the  date  of  the  beginning  of  the  term,  the  evenings 
of  the  week  on  which  they  shall  be  kept,  such  regulations  as  to 
attendance  as  they  deem  proper,  and  the  provisions  of  section 
thirty-five  of  chapter  one  hundred  and  six. 

6.  Citizenship  Training  Through  Public  Library 

Revised  Laws  Relating  to  Public  Instmction.     Chapter  668,  Acts 

of    1913.      ''Appointment    by    the    Board    of    Free    Public 

Library  C omonissioners  of  a  Director  of  Educational  Work 

for  Aliens,  Authorized." 

The  board  of  free  public  library  commissioners  may,  with  the 

consent  of  the  governor  and  council,  appoint  an  agent  or  secretary 

to  direct  educational  work  for  the  benefit  of  the  alien  population 

of  the  commonwealth,  at  a  salary  of  such  amount,  not  exceeding 

two  thousand  dollars,  as  the  governor  and  council  may  approve. 

The  said  agent  may  at  any  time  be  removed  from  office  by  a 

majority  vote  of  the  board.     In  case  of  a  vacancy,  temporai-y 

substitutes  may  be  engaged  on  terms  and   conditions  approved 

by  the  governor  and  council. 


8678  Citizenship  Training  in  Other  States 

7.  Letter  from  John  J.  Mahoney,  State  Supervisor  of  Americanization, 
Boston,  December  12,  1919: 

"  I  touch  on  the  particular  points  in  the  Americanization 
problem,  as  follows: 

"  (1)  Concerning  teacher  training.  I  have  just  completed 
for  the  Federal  Department  of  Americanization  at  Washing- 
ton a  teacher  training  course  for  workers  in  Americanization. 
This  course,  I  understand,  will  come  from  the  press  within 
a  few  weeks.  Meantime,  I  send  you  the  report  of  the  Special 
Committee  on  Teacher  Training  which  was  appointed  at 
Washington,  a  committee  of  which  I  was  chairman. 

"  (2)  I  send  you  enclosed  the  literature  which  this  Depart- 
ment has  issued.  You  understand  that  I  have  been  acting 
as  State  Supervisor  for  only  three  months  and  I  have  been 
too  everlastingly  busy  in  the  field  to  put  very  much  time  in 
on  propaganda. 

"  (3)  E'eplying  to  the  question  'What  is  the  most  effective 
agency  for  Education  ? '  I  should  say  most  decidedly  that 
the  education  of  the  adult  immigrant  is  a  public  function 
and  should  be  carried  on  under  public  authority,  through 
the  medium  of  the  i>ublic  schools.  This  does  not  mean  of 
course  that  classes  must  necessarily  meet  in  public  school 
buildings.  Here  in  Massachusetts,  as  pointed  out  in  Amer- 
icanization Letter  No.  1,  we  are  trying  to  stimulate  the 
organization  of  factory  classes  but  under  the  direction  of 
public  school  authorities.  I  believe  this  also  is  your  New 
York  scheme. 

"(4)  Your  last  question  is,  'Should  education  for  adult 
foreigners  be  compulsory  ? '  My  feeling  concerning  this  is 
that  it  would  be  a  mighty  good  thing  for  America  to  wipe 
out  the  shame  of  its  past  neglect  to  the  foreigner  before  com- 
ing out  flatfooted  and  insisting  that  the  foreigner  go  to  school. 
Let's  get  a  clean  slate  ourselves  before  we  resort  to  coercion. 


MASSACHtJSET'i'S  S6T& 

8.  Americanization  letter  from  Dept.  of  University  Extension 

Department     of     University     Extension  —  Massachusetts 

Board  of  Education 

Payson  Smith,  Commissioner  of  Education. 
James  A.  Moyer,  Director  University  Extension. 
John  J.  Mahoney,  Supervisor  of  Americanization. 

Americanization  Letter  No.  1 

Septemher  11,  1919. 
I.  CHAPTER  295,  ACTS  OF  1919 

AN  ACT  TO  promote  Americanization  through  the  educa- 
tion   OF    ADULT    PERSONS    UNABLE    TO    USE    THE    EnGLISII 

Language. 

Whereas,  The  deferred  operation  of  this  act  would  tend  to 
defeat  its  purpose  by  making  it  impossible  to  put  its  provisions 
in  force  at  the  beginning  of  the  next  school  year;  therefore,  it  is 
hereby  declared  to  be  an  emergency  law,  necessary  for  the 
immediate  preservation  of  the  public  convenience. 

Be  it  enacted,  etc.,  as  follows: 

Section  1.  The  board  of  education,  hereinafter  called  the  board, 
acting  through  the  department  of  university  extension,  established 
by  chapter  two  hundred  and  ninety-four  of  the  General  Acts  of 
nineteen  hundred  and  fifteen,  is  hereby  authorized,  with  the 
co-operation  of  the  several  cities  and  towns,  to  promote  and  pro- 
vide for  the  education  of  persons  over  twenty-one  years  of  age, 
who  are  unable  to  speak,  read  and  write  the  English  language, 
and  to  provide  teachers  and  supervisors  in  Americanization  work. 

Section  2.  Any  city  or  town  desiring  to  obtain  the  benefits  of 
this  act  may  apply  therefor  to  the  board,  shall  conduct  the  educa- 
tional work  herein  provided  for  in  conjunction  with  the  board 
and  shall  be  entitled  to  receive  from  the  commonwealth,  at  the 
expiration  of  each  school  year'  and  on  the  approval  of  the  board, 
one-half  of  the  sums  expended  by  it  in  carrying  out  the  pro- 
visions hereof.  Teachers  and  supervisors  who  are  employed  by 
cities  and  towns  for  the  above  purpose  shall  be  chosen  and  their 
compensation  shall  be  fixed  by  the  local  school  committee,  subject 
to  the  approval  of  the  board. 

Section  3.  In  the  schools  and  classes  conducted  hereunder, 
such  instruction  shall  be  given  in  the  English  language,  in  the 
fundamental   principles   of  government,    and   in  other   subject3 


3680  Citizenship  Training  in  Other  States 

adapted  to  fit  the  scholars  for  American  citizenship,  as  shall 
receive  the  joint  approval  of  the  local  school  committee  and  of 
the  board.  The  said  schools  and  classes  may  be  held  in  public 
school  buildings,  in  industrial  establishments,  or  in  such  other 
places  as  may  be  approved  by  the  local  school  committee  and  by 
the  board. 

Section  4.  For  the  purposes  of  this  act  the  board  may  expend 
during  the  present  fiscal  year  such  sum,  not  exceeding  ten 
thousand  dollars,  as  may  hereafter  be  appropriated,  and  thereafter 
may  expend  such  sums  as  may  annually  be  appropriated. 

Section  5.  This  act  shall  take  eifect  upon  its  passage. 
(Approved  July  10,  1919.) 

11.  CONDITIONS  AND  REGULATIONS  GOVERNING 
THE  OPERATION  OF  CLASSES  ESTABLISHED 
UNDER  THE  ABOVE  ACT 

(a)  Classes  may  be  formed  of  non-English-speaking  adults 
in  the  following  groups:  beginners,  intermediates,  and  advanced 
— the  last  named  to  include  candidates  for  citizenship  papers.  By 
the  terms  of  this  act  classes  for  illiterate  minors  may  not  receive 
State  aid. 

(b)  Classes  may  be  carried  on  either  in  day  schools,  evening 
schools,  industrial  establishments,  or  in  such  other  places  as  may 
be  approved  by  the  local  school  committee  and  by  the  State  board. 

It  should  be  noted  that  this  makes  provision  for  classes  in 
industry  taught  by  teachers  furnished  by  local  school  authorities, 
and  also  for  day  classes  for  women  meeting  at  any  place,  during 
any  time  in  the  day.  The  establishment  of  those  classes  is 
especially  urged. 

(c)  Teachers  in  state-aided  classes  are  to  be  provided  by  local 
public  school  authorities.  Tentative  approval  will  be  given  to 
teachers  as  follows: 

(1)  Day  school  teachers  with  experience  in  teaching  adult 
immigrants. 

(2)  Day  school  teachers  without  such  experience,  but  who  have 
been  selected  with  special  reference  to  their  aptitude  for  this 
work. 

(3)  Day  school  teachers  who  have  attended  professional  courses 
in  the  education  of  the  immigrant. 

(4)  Persons  other  than  teachers  who  have  had  successful 
experience  in  teaching  immigrant  classes. 


Massachusetts  3681 

(5)  Persons  other  than  teachers  who  have  attended  profes- 
sional courses  in  the  education  of  the  immigrant. 

(d)  With  reference  to  the  above,  it  is  the  intention  to  ask 
communities  that  plan  to  accept  reimbursement  to  outline  as 
definitely  as  may  be  their  Americanization  plans  with  especial 
reference  to  the  personnel  of  instruction,  the  type  of  classes  to  be 
operated,  and  so  on.  This  information  will  serve  as  a  basis  for 
passing  on  the  question  of  reimbursement. 

(e)  If  it  seems  feasible  to  do  so,  the  State  board  will  attempt 
to  improve  the  quality  of  teaching  in  state-aided  classes  by  offer- 
ing opportunities  for  professional  betterment  through  the  medium 
of  conferences  and  short  courses  on  special  phases  of  immigrant 
instruction.  The  Board  will  appreciate  suggestions  from  local 
school  authorities  with  reference  to  this  service. 

(f)  Methods  of  teaching,  texts  and  courses  of  study  are  to  be 
passed  upon  by  the  State  board  for  approval.  The  Supervisor 
of  Americanization  will  be  glad  to  make  suggestions  as  to  methods 
and  teaching  material.  There  will  of  course  be  no  disposition 
to  interfere  with  any  teaching  practices  that  have  been  satis- 
factorily developed  in  any  community. 

(g)  A  strong  factor  in  successful  work  with  immigrants  is 
expert  supervision.  It  is  recognized  that  it  would  be  unreason- 
able to  expect  this  kind  of  supervision  in  every  locality,  large  and 
small.  Wherever  it  is  possible,  however,  local  communities  should 
place  the  supervision  of  inunigrant  classes  in  the  hands  of  a  man 
or  womian  who  is  qualified  either  by  special  training  or  by 
experience  to  be  really  helpful  to  teachers,  Not  even  the  good 
day  school  teachers  can  do  really  good  work  with  the  adult  immi- 
grant unless  there  is  skillful  supervision. 

The  above  regulations  are  offered  in  no  arbitrary  spirit,  and 
certainly  no  arbitrary  spirit  will  govern  their  interpretation.  It 
is  fully  appreciated  that  nothing  approaching  the  ideal  in  immi- 
grant education  can  be  attained  immediately;  but  much  will  be 
gained  even  in  a  short  time  if  we  all  unite  in  an  endeavor  to 
establish  the  work  of  immigrant  education  on  a  fine  professional 
basis  throughout  the  state  as  a  whole.  The  State  Board  of  Edu- 
cation, acting  under  the  provisions  of  the  act  quoted  above,  intends 
not  at  all  to  dictate  but  merely  to  assist  wherever  its  assistance 
can  be  used. 

Signed, 

John  J.  Mahonet, 

Supervisor  of  Americanization. 
115 


3GS2  CiTizEiS^SHip  TRAiiNri:^-©  in  Other  States 

9.     Report  of  Committee  on  Teacher  Training  in  Americanization 

I.   Preamble 

A  jSTational  Conference  on  Americanization,  meeting  at  the 
national  capital,  May  12  to  15,  1919,  makes  these  recommenda- 
tions bearing  upon  the  preparation  of  all  public  teachers: 

The  original  design  in  making  education  a  public  service  sup- 
ported by  taxation  of  all  the  people  was,  and  the  present  purpose 
should  be,  that  the  schools  will  prepare  citizens  for  a  democracy. 

This  duty  should  be  the  pre-eminent,  not  the  secondary  or  inci- 
dental, purpose  of  all  public  teaching. 

We  urge  upon  all  normal  schools,  colleges,  and  other  agencies  con- 
cerned with  the  training  of  teachers,  that  courses  be  given  aiming 
directly  at  the  equipment  of  all  public  school  teachers,  whether  of 
children  or  of  adults,  to  train  citizens  in  the  specific  knowledge 
and  duties  which  lead  to  realization  of  the  highest  Americanism. 

For  a  definite  program  looking  toward  the  training  of  Ameri- 
canization workers,  we  recommend  that  attention  be  given  to 
preparing : 

(a)  Leaders  and  organizers. 

(b)  Teachers  of  immigrants  and  of  adult  illiterates,  whether 
in  industry,  home,  or  school. 

We  recommend  that  these  workers  be  trained  by: 

(a)  State  departments  of  education. 

(b)  Local  educational  authorities. 

(c)  Universities  and  colleges. 

(d)  City  and  state  normal  and  training  schools. 

We  recommend  to  educational  boards  and  to  patriotic  organiza- 
tions that  they  investigate  and  report  to  the  public  the  progress 
of  the  training  of  teachers  of  Americanization.  We  recommend 
that  these  organizations  take  means  actively  to  encourage  the 
preparation  of  such  teachers  in  institutions  and  localities  here- 
tofore without  this  service. 

II.     Suggested  Functions  of  the  Several  Teacher-Train- 
ing Agencies  Named  Above 
A.     Colleges  and  Universities 
Colleges  and  universities  should  look  upon  it  as  their  special 
function  to  train  leaders,  organizers  and  teachers  in  Americaniza- 
tion activities.      Courses  adapted  to  this  end  should  be  offered 
either  as  part  of  the  year's  program,  or  through  the  medium  of 


Massachusetts  3683 

the  summer  session.  'No  such  course  or  courses  can  he  con- 
sidered adequate  unless  they  give  first-hand  training  and  experi- 
ence among  immigrants.  Colleges  and  universities  should  equip 
themselves  to  handle  this  activity  in  a  practical  way. 

B.  City  and  State  Normal  Schools  and  Training  Schools 
The  function  of  these  institutions  is  undoubtedly  the  prepara- 
tion of  teachers  in  the  field  of  Americanization.  This  should  be 
done  primarily  as  a  phase  of  the  regular  year's  work.  But  when 
this  is  not  feasible,  these  institutions  should  offer  extension  courses 
of  the  Saturday  morning  type.  Observation  and  practice  should 
find  place  in  these  courses. 

C.  State  Departments  of  Education 
The  special  function  of  State  Departments  of  Education  as 
teacher-training  agencies  lies  in  the  organization  of  teachers' 
institutes  for  the  purpose  of  helping  teachers  in  service.  xVcting 
in  co-operation  with  normal  schools  and  with  local  school  authori- 
ties, this  agency  should  determine  the  character  of  extension, 
courses  of  various  kinds,  their  length,  the  requirements  for  admis- 
sion, the  basis  for  certifying  teachers  and  so  on.  It  should  fur- 
nish instructors  capable  of  conducting  such  courses  when  called 
upon  to  do  so.  In  addition  the  State  Department  should  give 
assistance,  through  its  staff  of  experts,  to  communities  too  small 
to  engage  expert  supervision.  And  finally  the  State  Department 
should  from  time  to  time  investigate  and  report  upon  the  progress 
of  the  training  of  teachers  for  Americanization  work,  and  take 
measures  to  encourage  this  preparation  in  institutions  and  locali- 
ties where  it  is  not  given. 

D.  The  Federal  Bureau  of  Education 
The  Federal  Bureau  should  have  the  obligation  of  "heading 
up  "  teacher-training  activities  throughout  the  country.  It  should 
be  a  clearing  house  from  which  bulletins  should  emanate  from 
time  to  time  setting  forth  the  latest  and  best  experiments  in 
teacher  training.  Two  things  are  of  primary  importance  in 
solving  the  problem  of  Americanization  —  sane,  authoritative 
leadership,  and  money,  and  both  should  come  from  federal  agen- 
cies. The  money  lacking,  the  obligation  to  assume  leadership 
vet  remains. 


3684  Citizenship  Training  in  Other  States 

III.  Outline  of  the  Content  of  a  Course,  Intended  to 
Cover  at  Least  Thirty  Hours  of  Classroom  Work 
AND  Twenty-four  Hours  of  Observation  and 
Practice 

(To  be  adopted) 

PART  I 

The  Scope,  the  Organization,  and  the  Meaning  of  the  Americarir 

ization  Movement 

(Lectures,  Reports,  and  Discussions) 

(a)  The  immigrant  tide,  1880--1915.— Significant  statistics; 
causes  of  the  ebb  and  flow ;  attempts  to  handle  the  problem  during 
this  period;  the  evening  schools,  their  accomplishments  and 
failures;  the  contributions  of  various  private  agencies;  the  lack 
of  public  interest  and  public  support. 

(b)  The  beginning  arid  development  of  the  Americanization 
movement. —  The  ''America  First"  campaigns  in  Rochester, 
Detroit,  Cleveland,  Boston,  and  other  places;  Americanization 
as  affected  by  the  war;  the  activities  of  State  Councils  of  iSTational 
Defense;  the  formulation  of  federal,  state,  and  city  plans  and 
campaigns;  the  contributions  of  semi-public  agencies  —  Xational 
Americanization  Committee,  United  States  Chamber  of  Com- 
merce, Xorth  American  Civic  League  for  Immigrants,  Immigrant 
Aid  Society,  Y.  M.  C.  A.,  Y.  W.  C.  A.,  Inter-racial  Council,  etc.; 
an  analysis  of  Americanization  legislation  operating  and  pending. 

(c)  Fundamental  policies  and  viewpoints. —  The  importance 
of  guidance  and  control  by  public  authorities;  the  legitimate 
functions  and  activities  of  various  non-public  agencies;  the  larger 
aspects  of  the  Americanization  movement ;  Americanization  and 
the  schooling  question;  the  policy  of  compulsory  Americanization; 
the  foreign-language  question ;  foreign-language  press  and  school ; 
Americanization  and  our  native-born;  "Who  is  the  good  citizen?" 
(see  under  Part  III)  ;  the  immigrant,  an  asset  or  a  liability. 

(d)  Industrial  Americanization. —  The  record  of  what  has  been 
accomplished  in  this  field ;  the  plan  of  industrial  Americanization 
in  the  general  scheme;  broader  phases  of  industrial  Americaniza- 
tion—  accident  prevention,  health,  recreation,  etc, 

(e)  Americanizing  the  immigrant  woman. —  Home  and  mothers' 
classes;  the  California  plan;  the  activities  of  women's  clubs  in 
this  field;  the  Council  of  Jewish  Women;  the  International  Insti- 


Massachusetts  3685 

tute;    tlie    Women's    Municipal    League    (Boston);    difficulties 
encountered,  and  points  of  view  tliat  should  obtain. 

(f)  Americanization  and  the  community. —  Americanization 
through  activities  of  immigrant  groups;  the  community  center 
idea;  community  singing,  pageantiy,  and  public  celebrations; 
Americanization  and  the  housing  problem;  Americanization  and 
the  school  nurse;  legal  aid  for  the  immigrant;  Americanization 
and  the  public  libraiy,  etc. 

PART  II 

Immigrant  Bacl-grounds;  Racial  Characteristics  and  Contributions 
(Lectures,  Book  Reviews,  and  Discussions) 

(a)  Statistics  showing  the  adaptability  of  the  different  races 
to  the  process  of  assimilation;  immigration  illiteracy  as  a  factor. 

(b)  Americanization  as  affected  by  political  and  economic  con- 
ditions in  the  home  country;  the  importance  of  a  knowledge  of 
the  immigi-ant's  point  of  view;  the  approach  to  the  immigrant; 
racial  ideals  and  heritages;  how  dealt  with;  the  question  of 
naturalization. 

(c)  Book  reviews  on  the  literature  of  this  subject. 

PART  III 

Americanism — What  Is  It? 

(Lectures,  Discussions,  Book  Reviews) 

(a)  An  analysis  of  American  ideals,  beliefs,  attitudes,  and 
points  of  view  in  terms  that  touch  the  immigrant's  experience; 
American  Democracy  —  its  promise  and  its  perils;  the  Land  of 
Promise — its  lights  and  shadows;  the  privileges  and  opportu- 
nities, the  duties  and  obligations  of  the  good  citizen ;  the  meaning 
of  "equality;"  the  need  of  capable  leaders  and  intelligent  fol- 
lowers; the  principle  of  majority  rule;  the  ideal  of  adherence  to 
lawful  authority;  the  habit  of  co-operation. 

(b)  A  survey  of  the  literature  setting  forth  the  ideals  of 
Americanism. 

PART  IV 

The  Immigrant  in  the  School 

(Lectures,  Conferences,  and  Practice  Teaching) 

(a)  Aims,  methods,  and  materials  in  the  teaching  of  English. — 
The  place  of  conversation,  reading,  and  writing;  a  criticism  and 
evaluation  of  the  several  methods  now  commonly  used;   prin- 


3686  Citizenship  Tkaining  in  Other  States 

ciples  underlying  tlie  selection  of  content,  and  the  adaptation  of 
content  to  the  needs  of  different  types  of  classes;  the  strengths 
and  the  weaknesses  of  texts  commonly  used;  the  organization  of 
lesson  material;  special  methods  in  reading,  phonics,  writing. 

(b)  Important  teaching  principles  applied. —  The  lesson's 
leng-th;  skill  in  drill;  class-activity  vs.  teacher-activity;  reaching 
the  immigrant's  heart;  socializing  the  instruction. 

(c)  Orga7iization  of  classes. —  Bases  for  classification,  by 
nationality,  by  sex,  etc, ;  how  to  get  attendance ;  how  to  hold  it ; 
fruitful  publicity;  number  of  sessions;  suggested  standards  of 
achievement;  time  schedules. 

(d)  Aims,  mefJtods,  and  materials  in  intermediate  and  advanced 
classes. —  Text-lx)oks  analyzed  and  criticized;  inculcating  Ameri- 
canism through  history;  civics  through  participation  in  school 
and  community  activities;  Americanism  through  readings. 
Lectures  and  motion  pictures;  Americanism  through  geography; 
the  socialized  school;  the  school  center;  training  in  citizenship 
looking  toward  naturalization. 

(e)  Who  is  the  good  teacher  of  the  adult  immigrant?  —  A 
standard  test  based  on  these  factors: 

(1)  Her  personality  and  spirit. 

(2)  Her  knowledge  of  Americanism  and  loyalty  to  its  ideals. 

(3)  Her  special  preparation  for  the  task. 

(4)  Her  application  of  good  teaching  principles. 

Albert  Ernest  Jenks, 

Director,    Americanization   Training    Course, 

University  of  Minnesota. 

10.     Fifteen  Points  for  Workers  in  Americanization 

A    Suggestive    Platform    of   Principles,    Convictions,    and 

Points  of  View 
(1)  Americanization — to  give  the  term  its  most  comprehensive 
meaning,  is  the  business  of  making  good  American  citizens,  the 
business  of  acquainting  evei-yone  who  inhabits  American  soil 
with  both  physical  and  spiritual  America,  to  the  end  that  this 
acquaintance  may  result  in  a  sturdy  loyalty  to  American  institu- 
tions and  American  ideals,  and  the  habit  of  living  the  life  of  the 
good  American  citizen.  Really  to  Americanize  America,  we  must 
reach  the  native-born  and  the  immigrant,  the  adult  and  the  child 
in  school;  and  incidentally,  our  task  of  Americanizing  the  new- 


Massachusetts  36S7 

comer  will  be  rendered  comparatively  easy  if  we  can  but  succeed 
first  in  Americanizing  ourselves. 

(2)  To  accomplish  the  above  end,  we  must  come  to  a  new 
realization  of  what  Americanism  really  is,  of  the  things  that  the 
good  citizen  believes  in,  and  swears  by,  and  loves.  And  these 
things  must  be  analyzed  and  interpreted  in  terms  that  touch  the 
life  of  the  average  man.  What  is  democracy  ?  What  are  our 
American  ideas,  ideals,  aspirations,  principles  of  government,  and 
abiding  beliefs?  We  must  know  these.  And  further,  we  must 
find  out  how  to  teach  them  so  that  this  teaching  may  find  expres- 
sion in  right  conduct.  Here  is  a  task  we  must  face  and  do,  if 
our  American  democracy  is  to  endure. 

(3)  The  Americanization  of  the  immigrant  has  been  thought 
of  generally  as  a  matter  of  schooling  alone.  It  is  much  more  than 
this.  The  immigrant  is  being  either  Americanized  or  anarchized 
by  every  experience  which  he  undergoes,  every  condition  to 
which  he  is  subjected.  Americanization  is  in  a  measure  the 
problem  of  the  school.  But  it  is  also  a  matter  of  prevention  of 
exploitation,  of  good  housing,  of  clean  milk  for  babies,  of  adequate 
wages,  of  satisfactory  industrial  conditions,  of  the  spirit  of 
neighborliness  between  Americans  old  and  new.  Everything  that 
touches  the  immigrant's  life  is  an  instrumentality  for  his  Ameri- 
canization or  the  reverse.  Hence  the  need  for  the  entire  com- 
munity through  all  its  organized  agencies  to  take  a  hand  in  the 
induction  of  our  late  arrivals  into  the  corporate  life  of  America. 

(4)  The  Americanism  to  be  taught  is  not  a  static  Americanism, 
belonging  exclusively  to  the  native-bom.  America  and  the 
American  spirit  are  dynamic,  ever-changing  concepts.  It  is  not 
solely  the  Americanism  of  the  Puritan  that  we  would  teach. 
It  is  that  plus  the  precious  contributions  that  have  come,  and  are 
coming,  and  will  come  to  us  through  the  spiritual  heritages  of 
the  many  races  that  seek  our  shores.  The  process  of  American- 
ization is  a  reciprocal  one.     We  give,  but  we  receive  as  well. 

The  successful  worker  in  Americanization  is  the  one  who 
approches  his  task  with  a  healthy  feeling  of  respect  for  the  immi- 
grant, and  with  some  humility  of  spirit. 

(5)  Americanism  cannot  be  imposed  from  without.  American- 
ization is  best  handled  when  the  immigrant  becomes  assimilated 
through  his  own  efforts  and  through  his  own  lively  desire.  The 
community  should  aim  to  make  American  citizenship  a  goal  to 
be  prized,  and  should  facilitate  in  every  possible  way  the  process 


3688  Citizenship  Training  in  Other  States 

of  acquiring  it.  It  follows  that  all  schemes  for  compulsory 
Americanization  should  be  tabooed.  It  ill  becomes  the  American 
people,  who  have  long  neglected  the  immigrant,  to  turn  to  coercion 
without  first  exhausting  eveiy  encouraging  means. 

(6)  Americanization  does  not  imply  that  the  immigrant  must 
give  up  his  cherished  spiritual  heritages.  His  language,  his 
religion,  his  social  customs  he  may  retain,  and  yet  become  a  good 
American.  Americanization  is  a  giving,  not  a  taking  away. 
The  w^ise  worker  in  Americanization  will  adhere  to  the  policy, 
''Hands  Off!" 

(7)  The  teaching  of  a  foreign  language  to  school  children  and 
the  conducting  of  a  foreign  language  newspaper  are  matters  that 
should  be  handled  with  common  sense.  The  Great  War  has  made 
a  great  many  people  hysterical.  The  Americanizer,  of  all  people, 
needs  to  remain  sane. 

(8)  Blanket  statements  about  the  immigrant  are  unsafe  and 
misleading.  There  is  no  immigrant.  There  are  immigrants  and 
immigrants,  of  every  nationality,  and  of  every  degree  of  repute, 
just  as  in  the  case  of  native-born.  Does  the  immigrant  lend  him- 
self readily  to  the  Americanization  process?  Some  nationalities 
do;  some  are  not  so  receptive.  Is  the  immigrant  a  menace? 
There  are  undesirables  among  our  newcomers,  as  among  our 
native-born.  There  are  also  the  chosen  from  many  lands.  Indi- 
viduals differ,  and  races  differ  also.  The  person  who  would  deal 
with  immigrants  must  know  racial  backgrounds  and  character- 
istics. These  differ.  There  is  no  magic  process  that  can  be 
applied  to  all  national  groups  with  any  assurance  of  the  same 
result.  The  approach  to  any  group  must  be  based  upon  the 
psychology  of  the  folk,  their  customs,  beliefs,  and  apperceptive 
bases.  One  cannot  gain  the  confidence  of  and  help  those  whom 
he  does  not  know,  and  those  in  whom  he  does  not  believe. 

(9)  Five  things  are  necessary  to  make  effective  the  great 
Americanization  movement  that  is  sweeping  the  country  today: 

(a)  The  vital  interest  and  support  of  the  public. 

(b)  Authoritative  leadership. 

(c)  An  intelligent  co-ordination  of  working  agencies  under 
public  direction. 

(d)  Good  teachers. 

(e)  Adequate  public  funds. 

The  Americanization  of  the  immigrant  has  failed  up  to  date 
because  we  have  lacked  all  of  these. 


Massachusetts  3689 

(10)  The  schooling  of  the  immigrant  is  a  public  function,  and 
should  be  carried  on  under  the  direction  of  public  educational 
authorities  whether  in  evening,  neighborhood,  or  industrial  classes. 
To  accomplish  this  task  properly,  however,  public  educational 
authorities  must  appreciate  that  the  schooling  of  the  immigrant 
is  no  "  side  show,"  to  be  conducted  as  before  the  Great  War,  when 
anyone  could  teach,  and  w^hen  almost  anyone  did.  It  is  a  highly 
specialized  piece  of  work,  and  must  be  handled  accordingly. 

(11)  Agencies  other  than  the  public  schools  should  be  encour- 
aged to  participate  in  the  schooling  of  the  immigrant.  Industry 
has  an  obligation,  and  classes  in  industry  may  well  find  place. 
So,  too,  with  home  and  mothers'  classes,  whether  conducted  in  a 
school,  the  quarters  of  a  semi-public  agency,  or  in  the  home  itself. 
But  in  so  far  as  can  be  brought  about,  the  responsibility  for  the 
general  policy  and  the  character  of  the  teaching  in  those  classes 
should  be  lodged  in  the  public  schools. 

(12)  Co-operating  agencies  should  w^ork  with  the  idea  of 
carrying  out  those  special  functions  which  they  are  best  equipped 
to  handle.  Self-advertisement  and  an  unwillingness  to  co-operate 
have  too  often  conspired  to  do  more  harm  than  good  in  American- 
ization schemes. 

(13)  The  teaching  of  English  is  the  first  step  in  Americaniza- 
tion. The  public  must  come  to  realize  that  this  is  one  of  the  most 
difiicult  pieces  of  work  that  any  teacher  is  called  upon  to  do.  The 
public  must  make  it  possible  to  secure  for  this  work  teachers  who 
are  adequately  trained.  We  have  only  begun  to  break  ground 
in  this  field. 

(14)  After  the  teaching  of  English  comes  education  in  citizen- 
ship. This  is  very  poorly  handled  today.  If  we  are  going  to 
make  good  American  citizens  out  of  the  millions  who  are  with  us 
but  not  of  us,  it  is  high  time  that  the  whole  machinery  designed 
to  bring  this  to  pass  be  thoroughly  inspected  and  overhauled. 

(15)  In  the  final  analysis  the  major  part  of  the  burden  of 
Americanizing  the  immigrant  rests  on  the  shoulders  of  the  teacher. 
Her  task  is  a  meaningful  one,  and  she  should  approach  it  as  one 
who  engages  not  for  hire.  She  must  be  an  American  100  per  cent, 
pure.  She  must  be  sane  and  sympathetic,  and  able  to  see  things 
whole.  She  must  be  ready  to  give  and  give,  and  reckon  not  the 
return.  But  the  return  will  come,  if  she  remembers,  as  she  must 
remember,  that  she  may  not  give  over  giving. 

John  J.  Mahoney, 

State  Supervisor  of  Americanization  for 
Massachusetts. 


3690  Citizenship  Training  in  Other  States 

11.  Department  of  University  Extension  —  Massachusetts  Board  of 

Education 

Payson  Smith,  Commissioner  of  Education. 
James  A.  Moyer,  Director  University  Extension. 
John  J.  Mahoney,  Supervisor  of  Americanization. 

October  8,  1919. 
To  Superintendents  of  Schools: 

This  blank  form  is  sent  to  those  school  departments  that  have 
already  accepted  officially,  through  school  committee  action,  the 
provisions  of  chapter  295,  Acts  of  1919,  and  to  all  other  school 
departments  that  may  be  contemplating  such  action.  It  is  very 
important  that  the  Commissioner  of  Education  should  be  enabled 
to  know  as  definitely  as  possible,  by  October  15th,  the  estimated 
cost  to  the  state  under  this  act  for  the  current  sclwol  year. 
Because  of  this  you  are  earnestly  requested,  if  you  are  planning 
to  accept  reimbursement,  to  return  this  blank  at  the  earliest  pos- 
sible date.  The  request  is  also  made  that  you  send  to  this  office 
the  official  acceptance  by  your  school  committee  of  the  provisions 
of  chapter  295,  as  soon  as  favorable  action  has  been  taken  thereon. 
This  seeming  haste  is  due  to  the  fact  that  the  state  law  requires 
that  all  estimates  of  expenditures  to  be  presented  to  the  next 
General  Court  be  in  the  hands  of  the  auditor  by  October  15th. 

It  is  fully  appreciated  that  you  may  not  be  able  at  this  time 
to  report  with  assurance  either  on  the  scope  of  your  work  in 
immigrant  education  or  on  the  cost  of  this  work  for  the  year. 
Your  most  careful  estimate  will  suffice,  inasmuch  as  it  will  enable 
the  commissioner  to  form  his  estimate  as  to  probable  costs.  A 
report  on  actual  expenditures  will  be  called  for  at  a  later  date. 

I  shall  be  very  glad  indeed  to  confer  with  superintendents  on 
any  of  the  items  in  the  blank  that  may  need  interpretation. 
Please  read  carefully  the  explanatory  notes. 

Signed,         John  J.  Mahoney, 

State  Supervisor  of  Americanization. 

12.  A  Preliminary  Statement  of  Plans  and  Estimated  Expenditures 
for  the  Education  of  Adult  Immi^ants  for  the  School  Year  Ending 
June  30,  1919 

Note. —  Before  entering  this  information,  please  read  carefully  the  con- 
ditions and  regulations  set  down  in  Americanization  Letter  No.  1. 


Massachusetts  3691 

I.     Professiois^al  Returns 

(a)  Supervision   (indicate  type  of  supervision)  : 

(1)  By    Director    of    Immigrant    Education  —  full    time 

(or  similar  title). 

(2)  Bv  Director  of  Immigrant  Education  —  part  time. 

(3)  Bt  teachers  temporarily  released  —  full  time. 

(4)  By  teachers  temporarily  released  —  part  time. 

Notes  and  explanatory  comments: 

(b)  The  Teaching  Staff: 

(1)  jSTumber  of  teachers  in  Group  1   

(2)  K^umber  of  teachers  in  Group  2   

(3)  ISTumber  of  teachers  in  Group  3    

(4)  ^N^umber  of  teachers  in  Group  4   

(5)  Number  of  teachers  in  Group  5    

(6)  Number  of  teachers  not  in  above  groups 

Notes  and  explanatory  comments: 

(c)  Types  of  classes  operated: 

(1)  Number  of  evening  school  classes 

(2)  Number  of  factory  classes   

(3)  Number  of  day  classes  for  men  and  women 

(4)  Number  of  classes  for  other  types 

Notes  and  explanatory  comments: 

(d)  Sessions: 

(1)  Number  of  sessions  per  week 

(2)  Number  of  weeks    

(3)  Number  of  hours  per  session 

Notes  and  explanatory  comments: 

(e)  Texts  and  Methods: 

(1)  Have  teachers   either  training  or  experience  in  the 

use  of  the  Direct  Method  ?    

(2)  Do  they  follow  a  definite  syllabus  of  instiiiction  ? .  .  .  . 

(3)  List  texts  and  teaching  materials  used  in  beginners' 

classes  

(4)  List  texts  and  teaching  materials  used  in  intermediate 

classes  

(5)  List  texts  and  teaching  materials  used  in  advanced 

classes,  including  classes  for  naturalization 

Notes  and  explanatory  comments : 

(f)  Contemplated  Expansion  of  Work  {please  note  any  possibili- 

ties for  future  development) : 


•    •    •    • 


3692  Citizenship  Teaining  in  Other  States 

II.     Estimate  of  Payments  fob  Maintenance 

(a)  Administration  and  Supervision: 

(1)  Salaries  of  supervisory  officers  (apportionment) 

(2)  Clerical    services    

(3)  Printing,    publicity,    etc 

(4)  Telephone,  traveling  expenses,  etc 

Total  Administration  and  Supervision 

(b)  Instruction: 

(1)  Principal's  salary  (per  evening)    

(2)  Number  of  princijDals 

(3)  Total  for  salaries  of  principals 

(4)  Teacher's  salary  (per  evening)    

(5)  Total  for  salaries  of  teachers  in  approved  groups.  .  . . 

(6)  Lectures 

(7)  Books  and  apparatus 

(8)  School    supplies    

(c)  Operation  of  Plant: 

(1)  Janitor's  services   

(2)  Fuel,  light,  and  power 

J^otes 

(1)  Please  note  that  all  returns  requested  refer  to  the  instruc- 
tion of  €tdult  immigrants  only.  The  instruction  of  illiterate 
minors,  so-called,  is  not  state-aided.  In  working  out  apportion- 
ments of  salaries  and  other  items  of  expense,  this  limitation  must 
be  considered. 

(2)  As  set  forth  in  Americanization  Letter  No.  1,  the  groups 
of  teachers  tentatively  approved  are: 

(a)  Day  school  teachers  with  experience  in  teaching  adult 
immigrants. 

(b)  Day  school  teachers  without  such  experience,  but  who  have 
been  selected  with  special  reference  to  their  aptitude  for  this 
work. 

(c)  Day  school  teachers  who  have  attended  professional  courses 
in  the  education  of  the  immigrant. 

(d)  Persons  other  than  teachers  who  have  had  successful  expe- 
rience in  teaching  immigrant  classes. 

(e)  Persons  other  than  teachers  who  have  attended  professional 
courses  in  the  education  of  the  immigrant. 


Massachusetts  3693 

(3)  In  estimating  cost  of  books  and  teaching  materials  for 
beginners'  classes,  it  should  be  borne  in  mind  that  the  Board  of 
Education  is  prepared  to  furnish  teaching  material  for  these 
classes  without  expense.  These  lesson  papers  are  made  out  for 
men's  classes  and  women's  classes,  respectively.  Sample  sets  may 
be  received  on  application. 

13.  Citizenship  Training  Through  Non-Sectarian  Organizations 

Letter  from  L.  H.  Murlin^  President,  Boston  University,  Boston, 
November  13,  1919 : 

"  I  am  fully  in  sympathy  with  the  purposes  of  your  com- 
mittee. We  should  make  a  strong  drive  for  inculcating  in 
the  minds  of  the  children  in  our  public  schools  the  American 
traditions  and  be  getting  in  them  the  American  spirit. 

"  One  of  our  friends  has  been  deeply  impressed  with  the 
necessity  of  this  and  has  given  us  an  endowment  to  establish 
a  Chair  of  United  States  Citizenship.  In  order  that  you 
may  understand  better  what  he  has  in  mind,  I  quote  from 
his  letter  of  gift : 

"  It  is  of  paramount  importance  that  the  heterogenous 
elements  of  this  United  States  shall  be  united  into  a 
homogenous  whole  through  an  intelligent  understanding 
and  appreciation  of  the  rights,  duties,  inheritances  and 
possibilities  of  our  citizenship.  The  need  for  this  is 
by  no  means  confined  to  the  foreign-born,  as  I  believe 
there  is  urgent  need  of  the  same  among  our  native-born. 

"  My  idea  is  to  develop  a  body  of  leaders  especially 
trained  in  United  States  citizenship  who  will  go  out 
through  this  country  as  educators,  statesmen,  financiers, 
business  men,  etc.,  to  upbuild  the  foundations  and  bul- 
warks of  our  citizenship  intelligently  and  patriotically, 
so  that  the  masses  of  people  may  come  to  have  a  gen- 
erally disseminated  knowledge  of  the  value,  importance 
and  distinctiveness  of  their  United  States  citizenship. 
The  proposed  Chair  would  set  in  motion  an  educational 
force  and  leadership  that  would  direct  and  assist  in 
the  making  of  intelligently  loyal  citizens  of  all  Ameri- 
cans.    It  would  give  a  solid  foundation  of  intelligent 


SC94  Citizenship  Training  in  Other  States 

understanding  for  the  more  emotional  or  passionate 
loyalty  we  now  see  in  our  fellow  citizens.  Both  quali- 
ties are  commendable  and  desirable  and  I  plead  and 
work  for  not  less  of  either  but  for  more  of  both  these 
qualities  that  unite  in  our  best  Americans." 

14.     Citizenship  Training  Through  Industries 

FOREWORD 

It  is  now  generally  recognized  that  some  of  the  most  difficult 
problems  of  industrial  employment  are  due  directly  to  misunder- 
standings arising  from  the  inability  of  large  groups  of  employees 
to  speak  or  understand  our  language. 

Managers  of  industry  realize  that  while  this  condition  exists, 
the  best  relations  between  employers  and  employees  are  impos- 
sible, and  regard  it  as  their  duty  to  take  prompt  steps,  in  co-opera- 
tion with  every  proper  agency,  to  find  and  apply  the  remedy. 

Manufacturers  are  asking,  therefore,  not  "Do  we  need  to  do 
anything  ?  "  but  "  What  shall  we  do  and  how  shall  we  go  about  it  ?  " 

This  handbook  is  intended  as  a  partial  answer.  It  tells  how  to 
organize  and  conduct  English  and  citizenship  classes  as  the  first 
step  in  the  necessary  Americanization  work.  Other  handbooks 
will  follow  dealing  with  special  phases  of  the  problem. 

Many  members  of  this  association  are  already  conducting  classes 
in  their  plants  for  their  non-English-speaking  employees,  and  the 
results  are  most  encouraging.  Others  wajit  to  do  something, 
but  hesitate,  fearing  a  wrong  move. 

It  is  our  hope  that  this  booklet  may  be  helpful  to  such  manu- 
facturers; and  especially  do  we  hope  that  it  may  be  helpful  to 
the  plant  foreman,  upon  whom  the  great  burden  of  the  alien  prob- 
lem falls,  and  whose  co-operation  is  absolutely  essential  to  succes 
in  this  educational  movement. 

The  Associated  Industries  maintains  an  Industrial  Service 
Department,  with  two  secretaries  who  have  had  broad  experience 
in  Americanization  work;  and  members  contemplating  such  work 
in  their  plants  are  entitled  to  the  advice  and  assistance  of  these 
secretaries,  who  will  visit  their  plants  upon  request. 

INDUSTRIAL  SERVICE  COMMITTEE, 
Malcolm  B.   Stone, 

Ludlow  Manufacturing  Associates,  Chairman, 
Edward  E.  Bohner, 
George  F.   Quimby. 


Massachusetts  3695 

AMERICANIZATION  IX  INDUSTRY 

Questions  of  Policy 

Any  employer  planning  to  create  educational  facilities  for  his 
alien  employees  should  first  of  all  decide  upon  a  definite  jjolicy 
regarding  them. 

This  is  a  matter  of  business,  a  factor  in  management,  and 
should  he  dealt  with  upon  that  basis. 

Unless  you  mean  business  in  your  Americanization  work,  it  is 
better  to  do  nothing.     A  half-hearted  effort  is  sure  to  fail. 

These  questions  should  be  answered: 

1.  Is  there  a  real  need  in  my  plant  for  classes  in  English  and 
citizenship  ?  (//  a7iy  of  your  employees  are  unable  to  speak 
English  or  to  read  and  write  it,  there  is  a  need  for  Americaniza- 
tion work  in  your  plant.) 

2.  Are  all  of  my  adult  non-English-speaking  employees  study- 
ing English,  either  in  public  school  classes  or  through  the  work 
of  such  agencies  as  the  Young  Men's  Christian  Association  ?  And 
if  not,  is  either  or  are  both  of  those  agencies  able  effectively  to 
help  establish  classes  in  my  plant?  {This  may  he  determined 
both  by  consultation  with  officials  of  those  agencies  and  by  obser- 
vation of  ivorh  in  industry  which  they  may  be  conducting.) 

3.  Shall  my  employees  be  compelled  to  join  and  attend  classes, 
or  shall  they  be  permitted  to  decide  for  themselves  whether  to  do 
so  or  not?     {This  is  a  most  important  question  of  policy.) 

4.  Shall  classes  be  held  wholly  on  the  time  of  the  company,  or 
wholly  on  the  time  of  employees,  or  shall  they  be  held  half  on  the 
time  of  the  company  and  half  on  the  time  of  employees? 

5.  If  classes  are  held  wholly  on  the  time  of  employees,  shall 
these  employees  be  paid  for  the  time  given  to  class  attendance? 

Different  policies  are  being  tried  in  Massachusetts  plants  with 
varying  success.  A  policy  that  meets  conditions  in  one  plant  does 
not  necessarily  meet  conditions  in  another.  Each  concern  must 
determine  its  own  policy  to  suit  its  own  particular  case. 

Compulsion  Undesirable 
It  is  our  judgment,  however,  based  upon  experience  and  obser- 
vation, that  best  results  obtain  where  there  is  no  compulsion  and 
ivhere  eviployees  attend  classes  on  their  own  time,  without  pay, 
thus  having  the  utmost  liberty  and  independence  in  the  use  of  the 
opportunity  given  them  by  their  employer. 


3696  Citizenship  Tkaining  ir^  Other  States 

Compulsion  arouses  suspicion  and  is  repellent  to  many  alien 
a(^^^lts  —  especially  those  who  have  suffered  from  coercive  laws  in 
their  native  lands, 

Americanization  effort  by  employers  is  not  a  subterfuge  for 
exploitation,  and  employees  should  be  given  no  ground  for  any 
such  suspicion.  Its  real  purpose  is  to  make  it  easier  for  the  alien 
to  get  along,  to  increase  his  opportunities  for  self-improvement, 
and  make  it  possible  for  him  to  understand  what  it  means  to  be 
an  American  citizen. 

Then  why  not  create  adequate  classroom  facilities,  adapted  to 
the  needs  of  immigrants,  near  their  work  and  conducted  at  con- 
venient hours  by  earnest  teachers?  Why  not  make  the  instruc- 
tion attractive,  so  that  it  will  appeal  to  those  needing  a  knowledge 
of  our  language  w4io  could  never  be  forced  to  learn  ? 

We  believe  this  method  has  in  it  the  right  challenge  for  those 
who  have  the  right  spirit  to  become  truly  good  Americans. 

The  end  sought  is  not  simply  a  knowledge  of  English,  but 
understanding,  loyalty,  and  good-will.  English  is  a  means  —  a 
necessary  means  —  to  that  end.  But  let  us  be  sure  that  in  seeking 
the  means  we  do  not  sacrifice  the  end,  as  we  might  by  teaching 
aliens  the  rudiments  of  English  under  conditions  which  might 
be  misunderstood  by  them  and  cause  ill-will  both  for  employer 
and  America. 

A  Paternalistic  Method 
It  is  our  belief,  also,  that  the  system  of  paying  employees  to 
attend  classes  is  economically  unsound,  paternalistic,  and  entirely 
unnecessary.  It  hides  the  patriotic  motive,  and  eliminates  the 
spirit  of  independence  w^ich  is  so  essential  if  the  best  results  are 
to  be  attained. 

If  the  monetary  appeal  is  the  only  effective  w^ay  to  secure  class 
attendance,  then  you  may  rest  assured  that  there  is  something 
radically  wrong  with  the  teacher  or  the  facilities. 

Supervision  and   Co-operation 
In  plants  where  Employment,  Service,  or  Educational  depart- 
ments exist,   the  direction  of  Americanization   activities  w^ould 
naturally  be  assigned  to  one  of  them. 

Where  no  such  departments  exist,  the  matter  of  direction  and 
supervision  is  not  so  simple;  but  in  either  case,  some  one  execu- 
tive should  be  chosen  to  be  the  responsible  head  of  Americaniza- 
tion effort  in  the  plant. 


Massachusetts  3697 

Tins  executive  should  be  a  person  of  vision,  possessing  natural 
qualities  of  leadership.  He  should  be  a  firm  believer  in  Ameri- 
canization, have  no  race  or  creed  antagonisms,  and  show  tact  and 
sympathetic  understanding  in  his  dealing  with  foreign-speaking 
workers.  In  short,  he  should  be  the  kind  of  leader  the  foreign- 
speaking  people  would  trust. 

Rare  as  these  qualifications  may  appear,  a  man  possessing 
them  can  be  found  in  any  industry  to  act  as  plant  superintendent 
of  Americanization. 

Duties  of  Americanization  Superintendent 

The  Americanization  Superintendent  should  study  American- 
ization work  being  done  in  other  plants  and  report  to  the  manage- 
ment —  thus  helping  to  answer  the  questions  of  policy  and 
suggesting  a  definite  plan  of  action. 

He  should  learn  the  attitude  of  local  public  school  ofiicials,  and 
determine  by  investigation  how  much  special  adult  educational 
work  is  in  progress  and  planned.  Are  the  teachers  well  trained 
for  this  special  kind  of  teaching?  Are  adults  kept  in  classes 
by  themselves  ?  What  average  attendance  is  maintained  ?  What 
is  the  total  enrollment  in  adult  classes  ?  The  answers  to  these 
questions  will  help  the  Americanization  Superintendent  to  deter- 
mine how  much  direct  co-operation  it  is  wise  for  the  industry 
to  ask  and  expect  from  the  public  schools. 

A  similar  inquiry  should  be  made  as  to  the  Americanization 
work  of  private  agencies,  such  as  the  Y.  M.  C.  A.  If  the  local 
y.  M.  C.  A.  has  an  experienced  and  tactful  Industrial  Secretary 
it  is  probable  that  much  effective  co-operation  can  be  secured 
from  this  source. 

Inasmuch  as  industry  is  interested  in  Americanization,  not 
from  a  selfish  standpoint,  but  because  it  is  one  community  force 
which  can  help  most  effectively,  wisdom  dictates  that  the  program 
of  industry  be  linked  with  other  community  efforts  wherever  such 
an  arrangement  is  likely  to  produce  better  results. 

The  Foreman  the  Vital  Factor 
In  every  industrial  plant  the  foreman  is  the  key  to  any  success- 
ful Americanization  effort.      He  is  the  vital  factor,  a  fact  which 
should  never  be  lost  sight  of.      In  some  plants  the  demand  for 
Americanization  work  has  originated  with  the  foreman;  but  in 


369 8  Citizenship  Teaining  in  Other  States 

any  case,  the  Americanization  Superintendent  should  enlist  from 
the  start  the  active  interest  of  the  plant  foreman  and  subforeman. 

The  foremen  are  the  real  employers  of  the  rank  and  file  of  the 
workers.  They  are  the  direct  point  of  contact  between  workers 
and  management.  Indeed,  to  large  groups  of  employees,  the 
foremen  represent  not  only  the  industry,  but  America. 

ISTo  group  in  industry  can  appreciate  the  value  of  Americaniza- 
tion work  better  than  the  foremen.  Their  problems  of  super- 
vision, direction,  and  leadership  of  the  workers  are  intensified  by 
the  diversity  of  races  and  tongues. 

They  know  the  endless  troubles  arising  from  inability  of 
workers  to  understand  orders  or  read  signs  of  warning.  They 
know  that  misunderstandings  are  harder  to  iron  out  if  the  ironing 
process  must  be  done  through  interpreters.  They  know  that 
workers  often  leave  their  jobs  for  some  imagined  grievance,  when 
thev  mifrht  bo  induced  to  remain  if  matters  could  be  talked  over 
in  English. 

It  is,  therefore,  of  the  utmost  importance  that  all  plans  for 
industrial  Americanization  be  discussed  with  foremen,  so  that 
their  advice  and  active  assistance  may  be  secured. 

Getting  Foremen  Interested 
As  a  preliminai-y  step,  the  Americanization  Superintendent 
should  arrange  a  meeting  of  foremen  and  subforemen,  at  which 
a  practical  speaker  would  explain  the  national  and  local  need  of 
Americanization  and  the  assistance  industry  can  render  in  the 
work. 

This  speaker  should  also  make  clear  the  relation  of  American- 
ization to  the  foreman's  job  as  an  executive  in  handling  men,  in 
stimulating  loyalty  to  employer  and  maintaining  a  high  standard 
of  production;  for  in  the  last  analysis,  the  beneficial  effect  on 
production  over  long  periods  is  the  business  justification  of  any 
educational  work  conducted  by  industry. 

(Spealcers  for  such  foremen's  meetings  may  he  secured  through 
the  Industrial  Service  Department  of  the  Associated  Industries 
of  Massachusetts.) 

A  Help  to  the  Foreman 
Americanization  work  has  its  compensations  for  the  foremen 
as  well  as  for  all  others  concerned.      It  gives  them  a  new  kind  of 
contact  with  their  workers  which  is  very  beneficial. 


Massachusetts  3699 

Foremen  who  are  teaching  classes  tell  us  they  learn  as  much 
as  thev  teach.  In  the  classroom,  as  friends,  foremen  and  workers 
come  to  know  and  understand  one  another  better,  and,  therefore, 
get  along  with  less  friction  when  the  relation  of  employer  and 
employee  is  resumed. 

In  some  plants  all  Americanization  work  is  conducted  by  a 
committee  of  foremen,  chosen  at  a  foremen's  meeting.  The 
chairman  of  this  committee  becomes  the  plant  Superintendent  of 
Americanization. 

Do  not  forget  your  foremen  in  connection  with  this  work.  Its 
success  will  depend  in  large  measure  upon  their  good-will  and 
co-operation. 

The  foremen  will  help  if  they  understand  the  purposes  and 
possibilities  of  industrial  Americanization,  and  your  policy 
regarding  it.  They  have  demonstrated  this  in  many  plants  where 
classes  are  now  conducted. 

EMPLOYEES'  AMERICANIZATION  COMMITTEES 

It  may  be  found  wise  to  develop  an  interest  in  your  American- 
ization work  through  a  committee  picked  from  genuine  leaders  of 
different  races  represented  among  your  employees. 

This  is  a  matter  to  be  determined  by  your  plant  Superintendent 
of  Americanization. 

One  large  Massachusetts  concern,  which  has  a  successful 
school,  developed  the  whole  project  through  such  a  committee, 
composed  of  a  Frenchman,  an  Albanian,  a  Greek,  an  Italian, 
and  a  Pole. 

This  race  group  was  originally  picked  as  the  Flag  Day  Com- 
mittee, and  its  successful  work  in  this  connection  led  to  its  con- 
tinuance as  an  Americanization  committee. 

It  is  always  desirable  to  have  the  program  and  aims  of  your 
Americanization  activities  understood  by  every  one  in  the  plant. 
To  this  end,  invite  suggestions  from  employees  and  enlist  as  many 
as  possible  in  the  work. 

RECEUITING  CLASSES 

There  are  many  effective  ways  to  recruit  classes,  but  the  fore- 
man is  the  best  recruiting  agent.  Often  he  may  enlist  the  assist- 
ance of  foreign-born  leaders  of  racial  groups  in  the  plant. 

These  leaders  can  help  to  arouse  an  interest  among  their  com- 
patriots who  need  to  learn  English  and  become  citizens.     They 


3700  Citizenship  Teaining  in  Other  States 

can,  by  arrangement  with  the  Americanization  Superintendent, 
bring  recruits  to  an  appointed  place  at  specified  times  for 
registration. 

It  is  necessary,  of  course,  to  give  the  prospective  student  a  full 
and  frank  explanation  offered  for  learning  English. 

It  is  also  necessary,  if  he  is  to  receive  the  greatest  help,  to  know 
certain  facts  about  him.  This  information  should  be  secured 
in  a  tactful,  informal  way,  which  will  win  his  interest  and 
confidence. 

It  is  desirable  to  know  these  facts  as  a  minimum: 


Name Date 

Home   address Nationality . 

Age Sex Single Married . 

Widower    Number  in  family 

Employed    Department 

Occupation   Foreman 

Arrived   in   U.    S.   A Date   of   first   papers 

Arrived  in  Massachusetts Date  of  final  papers.  . . 

English  :      Speak Read Write School  ? 

Other  languages Citizenship  class? 

Remarks 


In  reci-uiting  classes,  some  large  industries  have  made  effective 
use  of  posters  and  handbills,  printed  in  foreign  tong-ues  and 
properly  displayed  and  distributed. 

In  small  communities,  where  the  town  is  largely  built  up  around 
two  or  three  industries,  and  there  is  a  consequent  close  interplay 
between  industrial  and  community  activities,  the  active  co-opera- 
tion of  clergymen,  school  principals,  and  other  racial,  religious, 
and  educational  leaders  can  easily  be  secured  in  recruiting  classes 
for  industrial  Americanization. 

{The  Associated  Industries  of  Massachusetts  is  p-epared  to- 
aid  manufacturers  to  secure  approved  speakers  for  meetings  of 
racial  groups.) 

CHOICE  OF  TEACHERS 
Teachers    for    industrial    Americanization   are   drawn   mainly 
from  three  classes: 

(1)  Industrial  executives. 

(2)  Public  school  teachers. 

(3)  Social  workers  recruited  and  trained  by  special  agencies. 


Massachusetts  3701 

Plant  Teachers 

In  Massachusetts  industries  where  classes  are  being  held  most 
successfully,  the  teachers  are  plant  executives,  foremen,  and  office 
employees. 

It  is  a  fortunate  situation  where  an  industry  can  recruit  its 
teaching  staff  in  this  way;  for  not  only  do  such  teachers  have  a 
genuine  interest  in  the  success  of  the  work  from  a  plant  stand- 
point, but  they  appreciate  the  difficulties  faced  by  the  non-English- 
speaking  employees  and  are  ambitious  and  able  to  promote  the 
spirit  of  good-will  toward  industry  and  the  community  which 
results  from  acquaintance  ripening  into  friendship  and  mutual 
understanding. 

Of  course,  these  teachers  must  be  trained  in  successful  methods 
of  teaching  English  to  adults,  and  this  phase  of  the  work  is  dis- 
cussed in  another  chapter. 

Public  School  Teacher 

Through  the  University  Extension  Department  of  the  Massa- 
chusetts Board  of  Education,  a  considerable  group  of  school 
teachers  have  received  instruction  in  modern  methods  of  teaching 
languages  to  adults;  and  if  it  seems  impossible  or  inadvisable  to 
develop  plant  teachers,  it  may  be  possible  to  secure  a  staff  from 
this  public  school  source. 

In  that  case,  it  will  be  necessary  for  the  plant  Americanization 
Superintendent  to  select  from  such  teachers  those  possessing  the 
necessary  strength  and  enthusiasm  to  handle  successfully  a  class 
of  adults  after  having  taught  a  day's  schedule  in  the  public  school. 

He  must  also  determine  whether  a  teacher's  aptitudes  and  per- 
sonality are  right  for  the  teaching  of  industrial  employees  of 
diverse  races. 

The  employment  of  teachers  from  outside  sources  does  not 
shift  responsibility  for  supervision  and  direction.  It  still  remains 
with  the  plant  authorities.  This  is  too  often  forgotten.  The 
way  of  least  resistance  is,  of  course,  to  leave  everything  to  the 
teacher;  but  it  is  a  way  that  is  unfair  to  teacher  and  pupils  and 
one  that  will  not  be  followed  if  you  want  your  classes  to  succeed. 

In  some  cases  the  teachers  are  paid  for  this  special  work  by 
the  public  school  authorities.  In  other  cases  the  plant  pays. 
This  is  a  matter  to  be  settled  between  the  school  authorities  and 
the  plant  management. 


3702  Citizenship  Training  in  Other  States 

Social   Service   Teachers 

When  the  available  supply  of  teachers  from  the  first  two  sources, 
plant  executives  and  public  school  teachers,  is  not  sufficient,  it 
is  sometimes  possible  to  secure  teachers  through  some  social 
service  agency. 

Teachers  secured  in  this  manner  must  be  held  upon  some  satis- 
factory basis  of  remuneration.  Volunteer  service,  depending 
entirely  upon  patriotic  or  social  service  impulses,  does  not  always 
secure  regular  performance  of  duty  —  a  very  important 
consideration. 

We  do  not  consider  it  advisable  for  any  industry  to  recruit  its 
teaching  staff  from  this  third  source  while  a  possibility  remains 
of  securing  teachers  from  either  of  the  other  two  sources. 

Men  and  Women  Teachers 
If  possible,  have  men  teachers  for  men  and  women  teachers  for 
women  in  plant  classes.     The  fact  remains,  however,  that  success 
in  this  as  in  other  kinds  of  teaching  is  a  matter  of  ability  and 
personality  rather  than  of  sex. 

TRAKsHNG  TEACHERS 

The  success  of  adult  classes  in  English  depends  in  the  final 
analysis  upon  the  teacher.  Every  industrial  Americanization 
teacher  must  therefore  be  thoroughly  trained  in  modern  methods 
of  language  instruction. 

The  basic  principles  can  be  learned  in  four  or  five  sessions  of 
an  hour  each. 

The  method  most  successfully  used  was  developed  by  Dr.  Peter 
Roberts.  It  is  based  upon  principles  discovei'ed  by  the  French- 
man, M.  Gouin,  and  is  commonly  known  as  the  Roberts'  System 
or  the  Roberts'  Method. 

This  system  is  taught  in  "  The  Teacher's  Manual  —  English 
for  Coming  Americans,"  by  Dr.  Roberts.  This  manual,  a  copy 
of  which  should  be  owned  and  studied  by  every  Americanization 
teacher,  may  be  secured  for  fifty  cents  from  Association  Press, 
347  Madison  avenue,  New  York  City. 

Courses  of  Training 
A    short   course   of    instruction    for    prospective    teachers    can 
easily  be  arranged.     The  Associated  Industries  of  Massachusetts 
is  prepared  to  secure  expert  instructors  for  a  group  of  teachers 


MASSACHCfSE-TTS  3703 

in  any  incliistry.  The  Massachusetts  Department  of  University 
Extension,  State  House,  Boston,  and  the  Industrial  Department 
of  the  State  Committee  of  the  Y,  M.  C.  A.,  167  Treraont  street, 
Boston,  are  also  equipped  to  supply  special  instructors  for  a 
teacher-training  class. 

The  best  training  course  covers  these  subjects: 

Methods  of  instruction  —  Roberts'  and  others. 

Demonstration  lesson. 

Recruiting,  grading,  and  conducting  classes. 

Racial  characteristics. 

Process  of  naturalization  and  citizenship  training. 

Instruction  foe  Foremen" 

Americanization  work  in  any  industry  will  benefit  if  this  course 
of  instruction  is  open  to  superintendents  and  foremen  who  are 
sufficiently  interested,  whether  they  plan  to  teach  a  class  or  not. 

It  frequently  happens  that  a  knowledge  of  instruction  methods 
used  by  Americanization  teachers  is  of  great  help  to  a  foreman  in 
breaking  in  a  new  employee  on  the  job.  It  also  enables  him  to 
teach  a  few  words  of  vocational  English,  thus  giving  the  new 
employees  an  incentive  to  further  study  which  will  lead  him 
eventually  to  the  Americanization  class. 

GRADIXG  CLASSES 

Classes  should  be  graded,  and  it  is  suggested  that  the  following 
order  be  adopted : 

(a)   Elementary 

1.  Illiterates:  (a)  those  who  cannot  converse  in  English; 
(b)  those  who  read  and  write  no  language. 

2.  Literates  in  their  native  tongue  who  speak  and  understand 
almost  no  English.  (Some  of  this  group  will  in  a  short  time  be 
ready  for  promotion  to  intermediate  classes.) 

(h)   Intermediate 

1.  Literates  who  have  a  speaking  knowledge  of  English. 

2.  Those  somewhat  advanced  in  English  speaking,  reading,  and 
writing. 

3.  Those  promoted  from  elementary  classes. 


3704  Citizenship  Training  in  Othek  States 

(c)  Advanced 

1.  Literates  able  to  read,  write,  and  speak  English  quite  well 
and  ready  to  study  American  history  and  government  in  prepara- 
tion for  naturalization  and  citizenship. 

2.  Those  promoted  from  intermediate  classes.  Have  separate 
classes  for  men  and  women. 

Where  the  number  of  elementary  classes  permits,  teaching  can 
be  made  more  effective  by  separating  nationalities  or  racial  types. 

Put  all  nationalities  together  in  the  advanced  classes  to  stimu- 
late acquaintance  and  understanding  among  them. 

Some  one  experienced  in.  this  type  of  work  might  be  secured 
to  help  in  grading  classes. 

The  munber  of  pupils  in,  each  class  should  not  exceed  fifteen. 
The  teacher  can  maintain  better  interest  when  able  to  give  every 
pupil  individual  attention  at  every  class  session,  and  this  is  not 
possible  in  classes  containing  more  than  fifteen  pupils. 

TIME  OF  CLASS  SESSIONS 

Class  sessions  may  be  from  forty-tive  minutes  to  ninety  minutes 
long,  depending  upon  local  factory  conditions. 

Classes  held  at  the  noon  hour,  or  at  midnight,  usually  last  from 
forty-five  minutes  to  one  hour. 

Classes  of  one  hour's  duration  are  also  held  successfully  at  the 
close  of  the  workday,  or  just  before  the  night  shift  starts  work. 

Evening  community  classes  outside  of  the  plant  usually  hold 
one  and  one-half-hour  or  two-hour  sessions. 

Each  class  should  meet  for  two  or  three  sessions  a  weeTc. 

CLASSROOMS 

Classes  should  be  held  within  the  plant  if  possible,  so  that 
pupils  may  lose  no  time  in  reaching  them.  This  assures  a  regular 
starting  time. 

There  are  three  requisites  for  classrooms:  good  light,  good  air 
(and  ventilation),  and  quiet. 

A  corner  of  a  storeroom  or  shipping-room,  the  restaurant,  a 
seldom  used  part  of  the  office  building,  or  a  corner  in  some  factory 
room,  can  quickly  and  effectively  be  turned  into  a  satisfactory 
place  for  building  classes. 


Massachusetts  3705 

PHYSICAL  EQUIPMENT  FOR  CLASSES 

The  physical  equipment  for  plant  classes  need  not  be  elaborate 
or  expensive.  The  pictures  on  pages  4,  25,  27  and  32  give  an 
idea  of  the  furniture  used.  In  most  plants  the  tables,  benches, 
and  even  blackboards  are  constructed  at  the  plant  at  a  small  cost. 

The  necessary  articles  for  each  class  are : 

1.  Three  tables  or  desks  mads  in  the  plant  carpenter  shop. 
These  should  be  large  enough  for  five  pupils,  sitting  on  one  side 
only,  and  allowing  sufficient  elbow-room  for  writing.  The  tables 
shown  in  the  illustration  on  page  27  have  folding  legs.  These 
can  be  knocked  down  and  require  little  storage  space.  The  desks 
shown  in  the  illustrations  on  pages  4,  15  and  23  do  not  fold,  yet 
they  can  be  piled  iuto  a  rather  small  space. 

2.  Sixteen  common  chairs,  one  for  each  pupil  and  teacher. 
Some  plants  used  wooden  benches,  as  shown  in  illustration  on 
page  27,  built  to  fit  the  tables. 

3.  A  small  table  for  teacher's  use. 

4.  Portable  blackboard.  This  may  be  bought  or  made  in  the 
plant. 

5.  Plenty  of  chalk  and  clean  erasers. 

6.  An  American  flag. 

7.  (Optional)  Map  of  the  United  States,  if  classroom  condi- 
tions permit.  A  large  wall  map  can  be  secured  from  the  United 
State-s  Department  of  the  Interior,  General  Land  Office,  through 
your  Congressman,  at  no  expense. 

TEXT-BOOKS  AXD  OTHER  CLASS  MATERIAL 

Class  materials  are  of  almost  infinite  variety.  While  there  has 
yet  been  published  no  text-book  which  is  entirely  satisfactory  for 
use  in  industrial  classes,  there  are  many  texts  which  contain  good 
material. 

In  the  absence  of  a  satisfactory  text-book,  some  plant  Amer- 
icanization committee  or  superintendents  are  selecting,  under 
the  guidance  of  experienced  teachers,  the  best  lessons  from  several 
authors  and  forming  a  course  adapted  to  their  needs. 

A  complete  course  should  give  a  vocabulary  related  to  every- 
day life  in  the  home,  at  work,  and  in  community  activities. 

Good  elementary  lessons  to  develop  a  vocalmlarv  in  the  ordinary 
activities  of  daily  life  may  be  selected  from  the  following  sources: 

1.  "English  for  Coming  Americans,  Domestic  Series  A"; 
"  English  for  Coming  Americans,  Commercial  Series  C  " —  ten 


8706  CiTizENSiiir  Training  in  Other  States 

lessons  (there  is  a  good  chart  for  use  with  Series  A),  prepared 
by  Peter  Roberts,  Ph.D.,  and  published  in  inexpensive  form  by 
the  Association  Press,  347  Madison  avenue,  New  York  City. 

2.  Course  of  sixty  lessons  prepared  by  the  Massachusetts  State 
Board  of  Education,  Department  of  University  Extension. 

3.  "  English  for  Coming  Citizens,"  by  H.  H.  Goldberger,  pub- 
lished by  Scribner's,  Fifth  avenue  at  48th  street,  New  York. 

Vocational  Lessons 

Lessons  are  needed  to  develop  an  English  vocabulary  in  the 
daily  work-life  of  pupils.  Such  vocational  lessons  should  teach 
pupils  the  English  of  their  jobs  and  give  them  a  better  idea  of 
the  entire  process  of  manufacture  in  the  plant  where  they  are 
employed. 

Safety  warnings,  for  instance,  are  explained. 

Lessons  are  usually  built  around  a  picture  which  shows  an 
operative  at  work. 

The  lessons  now  available  for  use  in  Massachusetts  industries 
are: 

1.  "Lessons  in  Cotton-Mill  English"  (the  processes  up  to 
weaving  —  ten  lessons),  by  G.  F.  Quimby,  published  by  the  Fall 
River  Immigrant  Committee,  45  Buffington  Building,  Fall  River, 
Mass. 

2.  "The  Shoe  City  Reader"  (on  shoemaking),  by  Guy  D. 
Gold,  published  by  the  Industrial  Department,  Y.  M.  C.  A., 
Brockton,  Mass. 

3.  "  English  Lessons  in  Leather-Making,"  published  by  the 
Associated  Industries  of  Massachusetts. 

(7^  is  the  jmrpose  of  the  Industrial  Service  Department  of  the 
Associated  Industries  to  prepare  and  publish  lessons  in  vocational 
English  for  the  main  types  of  industry  represented  in  Massa- 
chusetts, and  the  Department  will  he  pleased  to  assist  any  concern 
in  the  development  of  such  material  for  its  classes.) 

A  ruled  composition  book  (sewed)  should  be  furnished  to  each 
pupil.  These  books  should  be  large  enough  so  that  each  lesson 
sheet  may  be  pasted  between  the  pages  as  models  for  home-work 
writing. 

As  ink  is  frequently  used,  the  composition  books  should  be  of 
paper  of  proper  quality. 


Massachusetts  3707 

CLASS  KECORDS  AND  FOLLOW-UP 

Every  teacher  should  be  supplied  with  a  class  attendance  book 
and  required  to  keep  an  accurate  record. 

After  each  class  session,  the  plant  Americanization  Superin- 
tendent should  receive  immediately  a  card  report  listing  the 
absentees. 

Some  one  should  be  assigned  to  find  out  why  pupils  are  absent, 
with  the  purpose  of  correcting  difficulties  and  holding  the  pupils 
to  regular  attendance. 

WHERE  CLASS  WORK  SHOULD  LEAD 

An  alert  teacher  will  find  many  opportunities  to  vary  class 
work  in  ways  that  will  maintain  interest  and  give  the  pupils  a 
chance  to  use  their  newly  acquired  knowledge. 

One  object  of  industrial  Americanization  effort  is  to  help  non- 
English-speaking  employees  reach  a  place  where  they  can,  if  they 
desire,  take  part  in  more  of  the  employee  activities  of  the  plant 
in  which  they  work. 

The  meaning  and  purpose  of  employees'  clubs,  benefit  associa- 
tions, etc.,  and  of  accident  and  disease  prevention  and  other  func- 
tions of  service  work  in  the  plant,  will  be  better  understood  and 
appreciated  by  aliens  as  their  knowledge  of  our  language  increases. 

All  this  tends  to  make  the  immigrant  feel  at  home  in  his 
employment  and  in  the  community;  and  after  all,  the  chief  end 
of  Americanization  work,  whether  carried  on  by  industry  or  by 
the  community,  is  to  help  the  alien  to  understand  our  institu- 
tions and  to  become  a  loyal,  100  per  cent.  American  citizen. 

While  the  immediate  purpose  of  industrial  classes  in  English 
is  to  teach  aliens  the  rudiments  of  our  language,  so  that  they  can 
use  it  to  advantage  at  last  in  their  employment,  the  teacher  of 
such  classes  has  an  excellent  opportunity  to  make  them  understand 
the  broader  aspect  of  the  matter  —  the  use  of  English  as  a  neces- 
sary means  of  becoming  American  citizens. 

To  this  end  the  necessary  steps  in  naturalization  should  be 
explained  and  the  actual  filing  of  applications  facilitated  by  the 
teacher.  The  pupil  should  be  so  instructed  that  he  will  want  to 
become  an  American  citizen  and  then  helped  in  the  process. 
This  phase  of  industrial  Americanization  is  one  that  deserves 
the  most  earnest  consideration. 


3708  Citizenship  Teaining  in  Other  States 

Charles  M.  Schwab  says: 

"  There  can  be  no  doubt  of  the  value  that  will  accrue  to  our 
industries  and  to  our  nation  through  the  Americanization 
of  foreign-born  workmen. 

"  Our  failure  to  teach  employees  to  speak  the  English  lan- 
guage leaves  a  door  open  to  many  evils. 

"  This  is  particularly  true  now,  when  many  sorts  of 
destructive  propaganda  are  being  circulated. 

"It  has  been  proved  repeatedly  that  the  Americanization 
of  workmen  has  a  stabilizing  effect. 

"  It  shows  quick  results  in  the  reduction  of  labor  turnover 
and  tends  to  create  a  spirit  of  co-operation  among  the  work- 
men which  is  impossible  when  they  do  not  speak  the  same 
language." 

15.  Citizenship  Training  Through  Non-Sectarian  Organizations 

Letter  from  L.  H.  Fkost^  Industrial  Secretary^  Young  Men's 
Christian  Association,  New  Bedford,  November  7,  1919  : 

"We  organized  thirty-two  classes  in  the  industries  last 
season,  all  of  which  are  supposedly  to  continue  during  this 
winter,  the  resumption  of  class  sessions  dependent  upon 
weather  and  local  mill  conditions.  In  each  case,  there  was 
a  room  provided,  within  the  plant  buildings,  equipped  in 
accord  with  our  recommendations  (simple  classroom  require- 
ments) and  in  practically  every  case  teachers  were  recruited 
from  the  industrial  personnel  —  overseers,  office  men,  or  the 
like.  These  men  were  trained  bv  means  of  a  teacher-training 
lecture  course  held  in  the  auditorium  of  the  New  Bedford 
Textile  School,  lectures  being  given  by  experts  from  various 
parts  of  the  state  who  had  had  extensive  experience  in  teach- 
ing adult  foreigners  by  the  direct  method. 

"  These  classes  are  in  all  cases  arranged  to  meet  after  the 
close  of  the  day's  work  in  the  afternoon  or  during  the  lunch 
hour  at  midnight  in  one  or  two  plants  where  night  work  is 
continuous.  None  of  these  students  are  paid  for  the  time 
they  put  into  class  work,  and  none  of  the  teachers  are  paid 
except  by  means  of  a  small  financial  remuneration  presented 
by  this  Department  as  a  recognition  of  merit  after  a  series 
of  class  sessions  have  been  completed  under  certain  condi- 
tions.    There   were   a   little   under    500    students   in   these 


Massachusetts  3709 

classes  during  last  season,  practically  all  Portuguese.  There 
is  no  attempt  at  compulsion  in  attendance  and  there  have 
been  no  special  inducements  offered  to  the  alien  availing  him- 
self of  these  opportunities.  We  do  hope,  however,  to  eventu- 
ally arrange  for  special  incentive,  both  for  the  teacher  and  the 
pupil." 

16.     Recommendations 

Letter  from  Charles  H.  Paull,  Division  of  Education,  Bureau 
of  Vocational  Guidance,  Harvard  University,  Cambridge: 

"  (1)  Requirements  for  Teachers  of  Adults.  Teachers  of 
adults  should  possess  qualifications  which  can  be  grouped 
under  special  training  and  special  traits  of  character.  A 
teacher  for  adults  requires  special  training  for  this  particular 
work  regardless  of  whether  he  may  have  had  previous 
experience  in  other  lines  of  teaching.  Previous  experience 
is  frequently  valuable.  Besides  the  necessary  background  of 
preparation,  the  individual  should  have  personal  traits  which 
would  make  him  an  understanding  and  appreciative  leader 
of  his  class.  Where  it  is  possible,  a  community  should 
establish  minimum  requirements  as  to  training  and  experience 
before  gi'anting  permanent  cei'tificates  for  teaching  adults. 
For  a  permanent  certificate  it  would  seem  to  me  that  a 
teacher  ought  to  have  had  at  least  one  season's  successful 
teaching  of  adult  classes  plus  some  study  of  psychology  and 
the  learning  process.  To  this  should  be  added  a  minimum  of 
special  training  of  not  less  than  two  or  three  weeks. 

"  (2)  Preparation  of  Teachers  of  Adult  Classes  at  Har- 
vard University.  During  the  past  summer  Mr.  John 
Mahoney,  now  State  Director  of  Americanization,  conducted 
a  course  of  six  weeks  for  teachers  and  directors  of  Americani- 
zation activities.  Besides  this  the  Bureau  of  Vocational 
Guidance  has  been  co-operating  with  other  educational 
agencies  in  the  state  in  the  establishment  and  development 
of  English  classes. 

"  (3)  Compensation  for  Teachers.  Teachers  should  at 
least  be  paid  the  same  rate  for  adult  classes  as  they  would 
receive  if  they  taught  in  the  public  school  system  of  the 
community.  It  is  highly  desirable  that  a  somewhat  better 
wage  be  paid  for  teaching  adult  classes.  Probably  from  two 
to  three  dollars  an  hour  of  actual  teaching  is  a  fair  estimate 
of  what  should  be  paid  at  the  present  time.     In  setting  the 


3710  Citizenship  Training  in  Other  States 

wage  it  should  be  understood  that  the  successful  teacher  will 
spend  as  much  time  in  preparing  a  lesson  as  he  will  in  pre- 
senting it. 

"  (4)  The  Scope  of  Educational  Work  for  Adult 
Foreiimers.  It  is  difficult  to  establish  a  limit  on  the  work 
which  should  be  done  for  adult  foreigners  inasmuch  as  this 
limit  ought  to  be  determined  by  the  individual's  capacity.  It 
seems  to  me,  however,  that  a  minimum  ought  to  include  the 
successful  teaching  of  a  basic  social  and  vocational  vocabu- 
lary and  at  least  a  minimum  of  classroom  work  in  history, 
civics,  etc. 

"  (5)  Who  should  Conduct  the  Work  of  Adult  Foreign 
Education.  Assuming  education  to  be  a  public  function, 
adult  foreign  schooling  should  be  under  the  auspices  and 
supervision  of  the  properly  constituted  public  educational 
agencies.  These  agencies,  however,  should  appreciate  the 
value  of  co-operation  which  may  be  furnished  them  by  such 
institutions  as  existing  interested  societies,  religious  bodies, 
•  industries,  and  so  forth. 

"  (G)   Shall  the  Education  of  the  Adult  Foreigner  be  Com- 
pulsory.    At  the  present  time  it  is  hardly  safe  to  recommend 
'  a  wholesale  compulsory  system  of  adult  education  for  foreign- 

1  ers.     And  in  some  phases  of  Americanization  work,  at  least, 

such  a  scheme  would  be  inadvisable  at  any  time.  It  would 
S'eem  to  me  that  the  most  desirable  activity  for  educational 
agencies  would  be  to  develop  the  work  along  lines  of  making 
schooling  more  available,  improving  the  quality  of  teaching, 
and  gaining  the  co-operation  of  larger  numbers  of  people 
both  within  and  without  the  foreign  group. 

"I  do  not  feet  at  all  satisfied  with  the  suggestions  which 
I  have  made  above  because,  in  the  first  place,  I  have  no 
assurance  that  they  meet  the  situation  which  the  writer  of 
the  letter  to  President  Lowell  has  in  mind  and,  in  the  second 
place,  it  is  impossible  to  do  justice  to  any  one  of  the  topics 
suggested  in  so  short  a  space." 


CHAPTER  XX 

Michigan 


TiiOitAS  E.  JoHNSOi^,  Superintendent,  Department  of  Puhlic 
Instruction,  Lansing.  Letter,  October  27,  1919.  Bulletin, 
"General  School  Laws,  State  of  Michigan,  Revision  of 
1917." 

1.     State  Legislation  —  Compulsion  for  Minors  and  for  Minors  of 

Employment  Age 

General  School  Laivs. 

5979.  Section  1.  Every  parent,  guardian  or  other  ,^Xoi"ai;'tend. 
person  in  the  State  of  Michigan,  having  control  and*""' 
charge  of  any  child  between  the  ages  of  seven  and  six- 
teen years,  shall  be  required  to  send  such  child  to  the 
public  schools  during  the  entire  school  year,  and  such 
attendance  shall  be  continuous  and  consecutive  for 
the  school  year  fixed  by  the  district  in  which  such 
parent,  guardian  or  other  person  in  parental  relation 
may  reside:  Provided,  That  in  the  following  cases 
children  shall  not  be  required  to  attend  the  jDublic 
schools : 

(a)  Any  child  who   is   attending  regularly   and   is  Proviso. 

■.     .  ,         .  <:d         c  J  exceptions 

being  taught  m  a  private  or  parochial  school  such 
branches  as  are  usually  taught  in  the  public  schools 
to  children  of  corresponding  age,  or  who,  upon  the 
completion  of  the  work  in  such  schools,  shall  present 
satisfactory  evidence  to  the  county  commissioner  of 
schools,  and  in  appropriate  cases,  to  the  superintendent 
of  schools  that  he  has  completed  sufficient  work  to 
entitle  him  to  an  eighth  grade  diploma; 

(b)  Any  child  who  has  received  an  eighth  grade 
diploma  from  the  public  schools; 

(c)  Any  child  who  is  physically  unable  to  attend 
school.  It  the  truant  officer  is  notified  of  the  non- 
attendance  of  any  child  at  school,  and  he  shall  find  the 
one  in  parental  control  claiming  that  such  child  ig 
physically  unable  to  attend  school,  the  truant  officer 
may  secure  a  written  statement  of  a  competent 
physician,  certifying  that  such  a  child  is  physically 
unable  to  attend  school ; 

[3711] 


nfj 


712  Citizenship  Training  in  Other  States 

(d)  Children  over  fourteen  years  of  age  who  have 
completed  the  work  of  the  sixth  grade  whose  services 
are  essential  to  the  support  of  their  parents  may  be 
excused  by  the  county  commissioner  of  schools  or  city 
superintendent  of  schools  from  attendance  at  school, 
on  the  recommendation  of  the  board  of  education  of 
the  district  in  which  such  children  reside  and  said 
board  shall  certify  to  the  officers  herein  mentioned  the 

Proviso.  £^gj.g  -j^  ^Yi  such  cases:     Provided,  ISTothing  in  this  act 

or  any  other  act  shall  prevent  children  fourteen  years 
of  age  or  over  from  procuring  a  permit  to  work  outside 
of  school  hours,  during  the  school  year; 

(e)  Children  under  nine  years  of  age,  whose  parents 
do  not  reside  within  two  and  one-half  miles,  by  the 

ProTiPo.  nearest   traveled   road,   of  some  public   school:     Pro- 

vided, That  if  transportation  is  furnished  for  pupils 
in  said  district,  this  exemption  shall  not  apply ; 

(f)  Any  child  twelve  to  fourteen  years  of  age  while 
in  attendance  at  confirmation  classes  conducted  for  a 
period  of  not  to  exceed  five  months  in  either  of  said 
years:  Provided,  however,  That  any  child  claiming 
exemption  from  attending  school  under  subdivisions 
(a)  or  (b)  hereof,  shall  secure  such  permit  as  may  be 
required  under  the  statutes  of  Michigan  covering  the 
employment  of  minors,  and  shall  be  regularly  employed 
at  some  lawful  work  if  physically  able  to  do  so,  or  any 
child  who  has  completed  the  work  of  the  eighth  grade 
who  wishes  to  assist  with  the  housework  or  farm  work 
at  home  may  be  granted  an  excuse  for  such  work. 
Such  child  must  present  to  the  officer  who  issued  the 
excuse  satisfactory  evidence  each  month  that  he  or  she 
is  actually  assisting  with  said  housework  or  farm  work. 

2.     State  Legislation  —  Patriotic  Measures 
General  ScJiool  Laws. 

?;'r''"Sr*        •'''824.     Section  2.  Hereafter  in  all  examinations  for 

grade  '"p'o^^-eigi^th  grade  diplomas,  all  applicants  shall  be  required 

as  a  part  of  said  examination  to  write  from  memory 

the  first  verse  of  the  "  Star  Spangled  Banner  "  and  the 

words  of  "America." 


PrOTlao. 


Michigan  3713 

3.     State  Legislation  —  Flags 

General  School  Laws. 

5811.     Section   1.   That   the  board  of  education  or  fp^fianc^  to 
the  board  of  school  trustees  in  the  several  cities,  town-  ^^  purchasea. 
ships,  villages  and  school  districts  of  this  state  shall 
purchase  a  United  States  flag  of  a  size  not  less  than 
four  feet  two  inches  by  eight  feet  and  made  of  good 
flag  bunting  "A,"  flagstaff  and  the  necessary  appliances 
therefor  and  shall  display  said  flag  upon,  near,  or  in  pi^lng?"^ 
a  conspicuous  place  within,  the  public  school  building 
during   school   hours   and   at   such   other   times   as   to 
the  said  board  may  seem  proper;  and  that  the  neces- 
sary funds  to  defray  the  expenses  to  be  incurred  herein  defrayed  fronf 
shall  be  assessed  and  collected  in  the  same  manner  as  ^*^ """  °^°°  ^ 
moneys  for  public  school  purposes  are  collected  by  law. 
And  the  penalties  for  neglect  of  duty  provided  in  sec- 
tion two,  chapter  thirteen  of  the  general  school  laws,  ''^""'^y. 
shall  apply  to  any  school  officer  refusing  to  comply  with 
the  provisions  of  this  act, 

4.     State  Legislation  —  English  Language 
General  School  Laws.     Constitutional  Provisions.     Article  XI. 

Section  9.  The  legislature  shall  continue  a  system  of  primary 
schools,  whereby  every  school  district  in  the  state  shall  provide 
for  the  education  of  its  pupils  without  charge  for  tuition ;  and  all 
instruction  in  such  schools  shall  be  conducted  in  the  English 
language. 

5.     Letter  from   Thomas  E.   Johnson,   Superintendent,   Department 
of  Public  Instruction,  Lansing,  October  27,  1919: 

"Americanization  is  being  conducted  in  Michigan  in  two 
ways: 

"  (1)  In  the  larger  cities  they  are  run  on  a  program 
co-operating  with  the  Federal  Bureau. 

"  (2)  In  the  rural  communities  where  we  have  a  large 
number  of  foreigners  we  are  ojjerating  indep(>ndently  but 
along  the  line  suggested  by  the  Federal  Bureau." 

116 


3714  Citizenship  Training  ix  Otiieii  States 

6.     The  Working  Plan  of  the  Detroit  Campaign 

(From  ImmigTant  Education  Leaflet  Iso.  2,  published  by  the 
C'rnmission  of  Immio^ration  and  Housing  of  California:) 

The  city  of  Detroit  had  a  sudden  civic  awakening  when  it 
fuinul  that  its  population  had  increased,  through  stimulating  its 
industries,  from  400,000  in  1910  to  700,000  in  1915;  that  75  per 
cent,  of  the  total  population  was  foreign-born  or  of  foreign 
parentage  and  was  largely  foreign-speaking. 

The  Board  of  Education  called  the  Board  of  Commerce  and 
the  Employers'  Association  into  conference.  These  bodies  decided 
to  make  Detroit  an  English-speaking  city  within  two  years. 

They  doubled  the  appropriations  for  evening  schools  and 
initiated  a  month's  campaign  to  flood  the  night  schools  opening 
September  l?>th. 

They  secured  the  co-operation  of  eyevy  possible  civic  and  social 
agencv  in  the  citv. 

They  printed  a  leaflet  entitled  "Do  your  father  and  mother 
speak  English?  Take  this  card  home;  it  will  tell  them  where  to 
go  to  learn.''     Inside  was  a  list  of  night  schools. 

These  were  sent  out  by  all  children  of  foreign  y)arentage,  from 
schools,  playgrounds,  libraries  and  clinics. 

Visiting  nurses  and  social  workers  distributed  them. 

They  were  jmt  in  pay  envelopes  for  four  weeks.  With  the  pay 
checks  for  mothers'  pensions  and  through  probation  officers. 

Foreign  newspapers  printed  lists  and  directions. 

The  clergy  of  the  city  gave  notices  in  church  and  used  their 
personal   influence. 

The  Women's  Club  gave  much  time  to  securing  co-operation 
and  to  educating  the  community  to  the  necessity. 

Moving  pictures  kept  "America  First  "  films  going. 

The  emj)loyers,  generally,  gave  out  the  statement:  "We  will 
make  it  iiii]>erative  foi'  our  men  to  attend  night  school." 

On  Se])tember  8th  employers  called  their  forces  together  and 
urged  the  early  learning  of  English.  These  were  the  iiiethods 
used : 

1.  A  Freferential  Policy. —  Men  were  assembled  and  told  that 
from  this  time  on  men  that  were  going  to  night  school  and  trying 
to  learn  English  would  be  preferred  —  the  first  to  be  promoted, 
the  last  to  be  laid  ofl",  the  first  to  be  taken  back. 


Michigan  3715 

2.  Compulsion. — ^  Several  companies  made  night  school  nttend- 
ance  for  the  non-English  speaking  a  condition  of  employment.  Tlie 
Northwaj  Company  established  a  factory  school  also  and  then  put 
up  to  its  men  a  three-fold  proposition :  (1)  To  attend  night  school ; 
(2)  to  attend  the  factory  school ;  (3)  to  be  laid  off. 

3.  Popularizing  the  Idea. —  The  Cadillac  Company,  for 
instance,  worked  out  a  definite  program  to  interest  the  leaders  of 
the  men,  and  let  them  do  the  rest. 

4.  A  Bonus  System. —  The  Solway  Company,  for  instance, 
proposed  a  2-cent-an-hour  increase  for  all  non-English-speaking 
men  that  would  attend  night  school. 

The  result  of  this  etl'ort  was  that  when  the  schools  opened  the 
attendance  was  7,000,  an  increase  of  153  per  cent. 

A  larger  employer  expressed  interest  but  said  that  the  nature 
of  his  work  required  long  shifts  and  that  it  would  be  impossible  to 
meet  the  evening  school  hours.  A  conference  was  called  and  within 
half  an  hour  the  superintendent  of  the  Detroit  schools  had  agreed 
to  furnish  ten  public  school  teachers  for  the  800  men  in  the  plant, 
in  the  factory,  possible  with  half  the  time  taken  off  the  men's 
regular  shift. 

Effort  and  co-operation  is  unabated  and  public  opinion  M'ill  sus- 
tain whatever  expenditures  may  be  necessary  to  make  Detroit  an 
English-speaking  city  in  two  years. 

In  this  and  in  many  other  respects  night  school  work  for  the 
immigrant  w^orking  man  and  woman  becomes  absolutely  dependent 
upon  a  systematized  co-operation  between  the  educational  authori- 
ties, industries  and  various  social  agencies. 

7.     Citizenship  Training  Through  Industries 

Letter  from  F.  E.  Seable,  Superintendent  Ford  Schools,  Ford 
Motor  Company,  Detroit,  January  30,  1920 : 

*'In  1914  about  50  per  cent,  of  the  employees  of  this  com- 
pany could  not  speak  English.  Classes  were  organized  for 
these  men  who  came  on  their  own  time  twice  each  week  and 
were  taught  in  groups  of  thirty  or  forty  by  volunteer  teachers 
to  read  and  write  English.  The  course  as  outlined  required 
thirty-six  weeks.  While  we  have  no  accurate  data  for  the 
number  now  in  our  employ  w^ho  do  not  speak  English  it  is 
between  5  and  10  per  cent. 

"At  present  we  have  more  teachers  employed  for  that  work 
and  fewer  volunteers.  '  The  men  come  to  class  at  two  o'clock  if 


3716  Citizenship  Training  in  Other  States 

they  go  to  work  at  four,  or  at  four  if  their  shop  work  ends  at 
3:30. 

"Attendance  is  compulsory  to  this  extent :  that  if  a  man 
refuses  to  attend  he  is  taken  from  his  job  for  one-half  the 
lesson  time  and  given  no  pay  for  the  lost  time." 

Letter  from  William  E.  Warner,  Clmirman,  "Americans  First." 
Packard  Motor  Car  Company,  Detroit. 

"  This  company  is  referring  all  of  its  employees  who  need 
instruction  for  their  final  papers  in  citizenship  to  the  evening 
classes  held  for  such  purposes  in  the  thirteen  city  high  schools 
as  the  more  practical  way  to  handle  them. 

"  Of  our  normally  12,000  employees  there  are  approxi- 
mately 1,750  who  have  received  their  first  papers  and  are 
being  assisted  to  obtain  their  final  certificates. 

"  By  reason  of  the  policy  of  this  company  that  all 
employees  must  become  citizens  as  soon  as  practicable  we  now 
have  less  than  a  dozen  who  have  resisted  obtaining  first  papers 
and  all  newly  employed  are  required  to  present  such  first 
papers  as  a  condition  to  employment. 

"  In  cities  or  localities  where  evening  public  classes  are  not 
available  it  would  probably  be  necessary  to  hold  classes  in  the 
plant  in  order  to  carry  out  such  a  policy,  but  with  the  well- 
established  classes  in  the  public  schools  they  can  be  cared  for 
with  less  loss  of  time  to  themselves,  without  interfering  with 
production  or  wages,  in  such  schools. 

"  We  are  in  hearty  accord  with  the  government  in  requiring 
an  applicant  for  final  papers  to  be  able  to  read,  write  and  speak 
English  and  know  more  or  less  about  the  government  of  our 
country  and  its  history,  and  would  favor  further  requirements 
for  deportation  for  disobedience  to  such  or  for  any  exhibition 
of  vicious  or  disloyal  tendencies. 

"  We  have  many  nationalities  represented  among  our 
employees,  by  whom  some  thirty-five  different  languages  or 
dialects  are  spoken,  but  it  is  our  policy  to  permit  no  official 
communication  or  order  to  be  sent  into  or  throughout  the  plant 
in  any  other  than  the  English  language;  but  it  is  considered 
the  function  of  the  state  or  government  to  furnish  the  facilities 
to  prepare  an  alien  for  citizenship.  Under  the  system  which 
we  have  adopted,'  we  direct  the  employees  to  the  school  near- 
est his  home,  giving  him  a  form  letter  to  the  instructor  for 
enrollment,  etc. 


MiciiiGAN  3717 

"Blanks  are  furnished  to  tlic  school  for  reports  iis  to 
attendance  and  progress. 

'*  If  such  weekly  reports  show  that  our  employee  is  not 
attending  reg-ularly  we  have  a  follow-up  system  by  which  he 
is  called  to  our  office  for  further  directions,  etc.,  and  he  is 
urged  to  persist,  until  fitted  for  the  final  examination  by  the 
court. 

''  Owing  to  the  many  applicants  for  first  papers  and  the 
lack  of  facilities  of  the  courts  under  existing  laws  to  handle 
them,  we  took  it  upon  ourselves  to  secure  blank  duplicates  and 
triplicates  of  such  first  papers  and  prepare  them  for  our  appli- 
cants, to  facilitate  the  matter  and  save  the  loss  of  tim.e  of  our 
men  of  the  several  days  required  at  the  courts.  By  this 
method  we  were  able,  by  an  arrangement  with  the  clerk  of  the 
court,  to  get  such  papers  issued  to  groups  of  fifty  or  so,  in  less 
than  one  hour. 

"  This  entailed  some  considerable  expense  to  this  company 
for  clerical  work,  etc.,  and  was  work  which  the  state  or  govern- 
ment ought  to  have  provided  for. 

"  These  laws  should  be  made  more  plastic  to  provide  for 
such  conditions.  We  enclose  a  set  of  the  literature  in  use  by 
us  for  these  purposes  for  such  information  as  you  may  be  iible 
to  get  from  them  and  will  be  pleased  to  give  any  further  infor- 
mation which  may  be  definitely  requested." 


AMEKICAN'S  FIRST 

On  January  31,  1916,  the  Packard  Motor  Car  Company  made  this  announce- 
ment of  a  new  and  important  policy  to  all  its  employees: 

"  From  and  after  this  date  promotions  to  positions  of  importance 
in  the  organization  of  this  company  will  be  given  only  to  those 
who  are  native-born  or  naturalized  citizens  of  the  United  States,  or 
to  those  of  foreign  birth  who  have  relinquished  their  foreign  citi- 
zenship, and  who  have  filed  with  our  government  their  first  papers 
applying  for  citizenship,  which  application  must  be  diligently 
followed  to  completion. 

"  Employees  of  foreign  birth  who  retain  their  foreign  citizen- 
ship will  not  be  discriminated  against  in  their  present  positions 
or  work,  but  they  will  not  be  promoted  to  positions  of  responsibil- 
itv  and  trust. 


718  Citizenship  Training  in  Other  States 


■■  Effective  January  31,  1919,  the  foUowhig  addition  to  this 
policy  is  announced : 

"  Every  new  employee  must  he  a  citizen  of  the  United  States,  or 
must  liave  filed,  or  he  ready  to  file,  the  official  Declaration  of 
Intention  to  hecome  a  citizen.  To  retain  his  position,  he  must 
hecome  naturalized  juM  as  soon  as  lie  possihly  can. 

'"A  pre-reqnisite  to  employment  l)y  this  company  must  be  loyalty 
to  (»ur  guvcnmu'iit  and  our  tlag,  in  addition  to  loyalty  to  the  com- 
pany itself. 

"■  The  factory  management  is  authorized  to  make  this  order 
eflective  immediately. 


"  PACKARD  MOTOR  CAR  COMPAiSrY, 

''  By  Alvan  MacCauley, 
"  President  and  General  Manager, 


AMERICANS  FIRST 

"To  the  Alien  Employees  of  the  Packard  Motor  Car  Company. 

"  To  become  an  American  citi/.en  you  must  be  able  to  read,  write 
and  speak  English  and  know  something  about  the  laws  and  govern- 
ment of  the  United  States  and  the  state  and  city  in  which  you  live ; 
Imt  you  can  begin  by  signing  your  first  papers  as  soon  as  you 
arrive  in  this  country  if  you  are  eighteen  or  more  years  old  without 
knowing  how  to  speak  English. 

To  get  your  citizenship  papers : 


a  T 


"  Your  First  Paper,  ok  Declaration  of  Intention 

"  1st.  Go  to  the  County  Clerk's  office  in  the  County  Building  or 
to  the  rnitcd  States  District  Court  office  in  the  post  office  down 
town  and  sign  your  first  paper  called  '  Declaration  of  Intention,' 
give  it  to  the  clerk  and  pay  him  $1. 

"  2d.  After  that  is  done  you  will  have  to  wait  two  years  at  least 
before  you  sign  your  second  papers,  but  you  must  have  lived  in  the 
United  States  five  years  and  in  ^lichigan  one  year  before  signing 
your  second  papers. 

"  If  vou  have  filed  your  first  pa])ers  and  it  was  more  than  seven 
years  ago,  they  have  been  outlawed  and  are  no  good  and  you  must 
begin  over  again. 

"Before  you  go  to  sign  your  second  papers  you  nnist  learn  to 
speak,  read  and  write  English  and  Icnrn  aliout  the  Constitution  of 


Michigan  3719 

the  United  States ;  the  three  main  divisions  of  the  Federal  Govcl-n- 
ment  and  their  duties;  how  the  laws  are  made  and  the  officials 
elected  or  chosen ;  who  may  be  officials ;  who  rules  this  country ; 
and  the  main  things  about  the  government  of  the  state,  county, 
and  city  in  which  you  live. 

"  Your    Certificate  of  Arrival 
"  3d.    When  the  times  given  above  have  gone  by  you  must  go 
again  to  the  clerk's  office  where  you  signed  your  first  papers  and  tell 
him  that  you  want  to  sign  your  second  paper,  which  is  called  the 
'  Petition  for  l^aturalization.' 

'*  If  you  came  to  the  United  States  after  June  29,  1906,  the  clerk 
will  give  you  a  paper  to  sign  which  is  an  application  for  a  '  Certiti- 
cate  of  Arrival  '  and  he  will  also  give  you  some  papers  for  you  to 
mail  to  the  Commissioner  of  N^aturalization,  Department  of  Labor, 
Washington,  D.  C,  and  you  will  have  to  wait  until  the  clerk  sends 
you  a  letter  or  notice  that  the  '  Certificate  of  Arrival  '  has  been 
received  by  him. 

''  But  if  you  came  to  the  United  States  before  -Tune  27,  1906, 
you  will  not  have  to  send  for  that  certificate. 

"Your  Second  Paper,  or  Pettttox  for  Naturalization 

"  When  you  go  to  sign  your  second  papers,  called  '  Petition  for 
Naturalization,'  you  must  pay  the  clerk  $4  and  you  will  take  two 
witnesses  with  you  who  must  tell  the  clerk  when  and  where  they 
first  met  vuu,  that  thev  have  known  vou  for  five  vears  and  that  vou 
are  of  good  moral  character  and  will  make  a  good  citizen,  etc. 

"After  that  the  clerk  will  send  you  another  notice  to  come  to  his 
office,  with  your  two  witnesses,  on  some  day  which  he  will  state,  for 
your  first  examination,  or  preliminary  hearing  as  it  is  called.  This 
will  be  within  ninety  days  after  you  signed  your  petition  or  second 
paper,  and  on  this  first  examination  you  must  answer  the  questions 
about  th(^  things  you  have  learned  and  prove  that  you  are  worthy  to 
become  a  citizen  of  the  United  States  of  America. 

"  4th.  Then  you  must  go  again  to  the  same  office  when  you 
receive  another  letter  or  notice  from  the  clerk,  notifying  you  to  be 
there  on  a  Friday  after  the  last  Thursday  of  the  month. 

"  Your  Final  Examination  In  Court 
"  At  this  time  you  must  go  into  the  court  before  the  judge  with 
your  tAvo  witnesses  and  be  questioned  by  thp  judge  on  the  same 
matters  as  before.     This  will  be  vour  final  examination,  and  if  tl)" 


37iJ0  CiTiZEXSHip  Training  ix  Other   States 

judge  is  satisfied  with  your  answers  and  that  you  can  read  and 
write  English  you  will  take  the  Oath  of  Allegiance  and  be  given 
your  final  paper,  which  is  called  your  Certificate  of  Naturalization. 

"  YoT'  Aee  An  Ameuican  Citizen 
''  This  certificate  will  make  vou.  vonr  wife  and  children,  who  are 

under  twentv-one  years  of  age,  citizens  of  the  United  States  of 

America. 

"  The  Employees'  Welfare  Service  Department  will  arrange  to 

pay  hack  to  you  the  court  fees  which  you  have  paid,  if  you  are  then 

an  employee  of  the  Packard  Motor  Car  Company,  and  will  bring 

your  papers  to  this  office. 

"  PACKARD  MOTOR  CAR  C0MPA:N^Y, 
"  Employees'   Welfare  Service  Department, 

"  W.  E.  Warner, 
"  Chairman  '^Americans  First  '/* 


"  To  Paclcard  Motor  Car  Company  Employees: 

"  You  have  filed  your  first  papers  to  become  an  x\merican  citizen, 
and  vou  mav  be  able  to  sav  a  few  words  in  English,  but  not  enough 
to  understand  all  that  is  said  to  you. 

"  Before  the  court  will  grant  you  your  final  papers  you  must  be 
able  to  read  and  write  English,  know  what  is  said  to  you  in  English, 
and  answer  in  English  the  questions  asked  you. 

"  The  Packard  Motor  Car  Company  also  wants  you  to  be  able  to 
read  English  so  that  you  may  read  and  understand  the  danger 
signs  and  all  the  notices  which  are  put  up  about  the  factory,  as 
these  notices  are  for  your  benefit. 

"  Unless  you  can  read  these  danger  signs  you  are  more  apt  to  get 
hurt  than  a  man  who  can  read  them. 

"  Unless  you  can  read  the  notices  some  one  will  have  to  tell  them 
to  you  and  that  takes  too  much  of  your  time  from  your  work. 

"  Unless  3'ou  can  understand  what  is  said  to  you  in  English,  you 
will  not  know  what  directions  vour  foreman  gives  vou  in  English 
or  what  he  tells  you  to  do. 

"  You  ought  to  be  able  to  read  all  these  signs  and  notices  and" 
know  what  they  mean. 

*'  The  best  way  for  you  to  know  what  these  signs  and  notices  are 
for,  is  to  learn  to  read  and  speak  English. 


Michigan  3721 

'*  You  can  learn  to  read  and  speak  English  if  you  will  try  to  do 

80. 

"  The  Packard  Motor  Car  Company  will  help  you  and  the  City 
of  Detroit  will  help  you. 

■'  It  will  not  cost  you  any  money  and  wnll  not  take  any  of  your 
time  from  work. 

''  Instructions  for  the  men  are  at  several  of  the  schoolhouses  in 
the  city  and  there  is  one  near  your  home. 

"  You  can  go  to  such  school  on  Monday,  Tuesday,  and  Wednes- 
day evenings  from  7 :30  to  9  :00  o'clock  and  the  instructor  will 
teach  you  to  read  and  talk  Eno;lish. 

"  Besides  being  able  to  speak  and  read  English  you  must  learn 
something  of  the  history  of  this  country  ;  its  constitution  and  laws ; 
how  its  laws  are  made  and  enforced ;  the  department  of  its  govern- 
ment ;  the  election  of  its  officers  and  their  duties ;  the  difference 
between  the  Federal  and  State  governments,  etc. 

"  When  you  can  read  and  talk  English  they  will  then  teach  you 
what  you  have  to  know  to  get  your  final  certificate  as  an  American 
citizen, 

"  You  have  got  to  know  such  things  yourself.  No  one  else  can 
know  it  for  you  and  do  you  any  good. 

'*  The  judge  of  the  court  will  ask  YOU  the  questions  and  YOT^ 
must  know'  how  to  answer  them,  or  he  will  refuse  to  make  vou  a 
citizen  until  you  can  answer  them. 

"  If  you  attend  these  evening  classes  for  a  few  weeks  and  learn 
what  is  taught  to  you  there,  the  instructor  will  give  you  a  certificate 
that  you  are  able  to  become  an  American  citizen. 

"  You  will  get  your  second  papers  without  the  questions  being 
asked  of  you  in  court  by  the  judge,  if  you  have  this  certificate. 

'^  ^fany  other  men  older  than  you  are  have  done  it,  and  you  can 
do  it  if  you  will  make  up  your  mind  to  do  it. 

"  Remember  that  it  is  for  your  good. 

"  Remember  that  you  can  get  a  better  job. 

"  Remember  that  you  can  make  more  money. 

"  Remember  that  you  can  live  better. 

"  Remember  that  you  can  do  it  if  vou  try. 

"  At  your  service, 
«  PACKARD  :^[OTOR  CAR  COMPANY, 
"  Employees  Welfare  Service  Department, 

"  W.  E.  Warner, 
Chmrman,  'Americans  First'." 


3722  Citizenship  Training  in  Other  States 

Location  of  Schools 

N'orthwestern  SchoolhoHse,  corner  Boulevard  and  Grand  Eiver. 
Nordstriim  Schoolhouse,  corner  Fort  and  Waterman. 
Western  Schnolhouse,  Scotten  avenue  between  Porter  and  Baker. 
Cass  Schoolhonse,  corner  Grand  River  and  Cass  avenne. 
Northern  Schoolhouse,  corner  Woodward  and  Josephine. 
Central  Schoolhouse,  corner  Cass  and  Warren. 
Eastern  Schoolhouse,  corner  Boulevard  and  Mack. 
Northeastern  Schoolhouse,  comer  Warren  and  Joseph  Campau. 
Southeastern  Schoolhouse,  corner  Fairview  and  Goethe. 
McMillan  Schoolhouse,  West  End  avenue  near  Jefferson. 
Ellis  Schoolhouse,  corner  Junction  and  Rich. 
Bishop  Schoolhouse,  corner  Adelaide  and  Rivard. 


A^FERTCANS  FIRST 
"To Foreman    Dept 

''  You  are  directed  to  personally  see  Mr ,  No , 

of  your  department  and  explain  to  him  that  he  must  learn  to  read, 
write  and  speak  English  and  become  an  American  citizen  if  he 
desires  to  retain  employment  witli  this  company,  or  be  promoted 
to  better  positions. 

"Hand  him  this  order  and  direct  him  to  report  to  Mr.  W.   E. 

Warner,  at  the  Legal  Aid  Office,  Ivrit  Building,  on 

I  he  ....  day  of at  ....  o'clnck  {^\^|;|  for  assistance 

and  dii'ections  for  these  purpos(\s  : 


To  'I'm-:  Amkxs  in  Tins  Factory 


"You  are  advised  to  liecomc  an  American  citizen  as  soon  as 
possible  if  yon  expect  to  be  jji'oinotcd  in  the  employ  of  this 
company. 

"  If  you  have  NOT  taken  out  yonr  fust  papers  you  should  do 
so  witliout  delay. 

"  if  you  HAVJ]  taken  out  your  first  pri]>ers\you  should  follow 
them  np  nnlil  yon  are  fully  nalur'^dized. 


MiCHiCxAi^  3723 


To  Employees  Who  Canis^ot  Speak  English 


"  You  are  advised  to  learn  to  read,  write  and  speak  English  and 
bcH'ome  an  American  citizen  if  you  expect  to  be  promoted  in  the 
einj.'lo}^  of  this  company. 

"  If  you  have  i*^OT  taken  out  your  tirst  papers,  do  so  at  once. 
You  do  not  need  to  know  how  to  speak  English  to  do  this. 

"  If  you  HA\'E  taken  out  your  first  papers,  you  are  advised  to 
learn  English  in  order  to  complete  your  naturalization. 

''For  further  advice  consult  the  Welfare  Department  and  ask 
for  Mr.  W.  E.  Warner. 

"  D.  G.  STA?fBROUGH, 

"  General  Sv perini endent.'^ 

Note. —  Thp  V  in  the  square  indicates  to  which  class  the  employee  belonpjs. 


"To  the  De  pari  mental  Foreman: 

"  The  necessary  assistance  should  be  given  to  our  employees  to 
learn  Eno-lish  and  become  naturalized  citizens  in  accordance  with 
the  policy  announced  by  President  Alvan  MacCauley. 

''  When  any  such  employee  of  your  department  is  working  over- 
time, or  on  the  night  shift,  and  has  been  directed  by  the  chairman  of 
'Americans  First  '  to  attend  classes  from  7  to  9  o'clock  in  the 
evening  public  schools,  you  will  so  arrange  his  work  or  transfer 
him  to  other  work  u])on  the  request  of  such  chairman,  that  he 
may  attend  such  classes. 

"  It  is  understood  that  in  exceptional  cases,  where  production 
requires  it,  the  chairman  will  excuse  any  employee  for  a  particular 
time  upon  an  application  by  you  to  him  for  such  purpose,  other- 
wise his  absence  from  classes  will  be  recorded  against  his  employ- 
ment record,  and  the  efficiency  of  your  department. 

"  D.  G.  Stanbrough, 

'''  General   Superintendent." 


AMEHTCANS  FIRST 
Packakd  Motor  Car  Company,  Detroit  ^Michigan: 

The  following  is  the  record  of  attendance  and  progress  of  vour 
employees  attending  evening  classes  in  this  school  for  the  purpose 
of  learning  to  read,  write  and  speak  English  for  naturalization 
purposes : 


3724 


CiTizEXsniP  TiJAiNixG   IN  Otiier  States 


For  month  of ,  19  .... , 


.  .  .  . 

.  .  .    Hi,G;h  School. 

Name 

Depart- 
ment and 
number 

Attend- 
ance 

Absence 

Progress 

Remarks 

No.   2937. 
N.    E.    High. 
This  half  to  be  kept  by  solicitor  and  returaed  to  the  Board  of 
Commerce  about  September  8,  1919. 

Evening   School   Enrollment  Pledge 
I  hereby  promise  to  enroll  in  Evening  School  at  7:30  p.  m. 

SEPTEMBER  8,   1919, 

to  study  English,  citizenship,  or  anything  else  that  will  help  me 
to  make  a  better  living  in  America. 
JSTame,  John  Jones,  A  2101. 

Address 

(Other  side  of  stub) 
No.  2937. 
Take  this  at  7:30  p.  m. 

SEPTEMBER  8,  1919, 

to  one  of  these  schools  and  give  it  to  the  teacher: 

List    of    Schools 
West  of  Woodward: 

Cass  Technical  High  School,  Grand  River  at  Cass. 
Western  High  School,  Scotten  avenuo  at  Chirk  Park. 
Northwestern  High  School.  G]'an<]  River  and  Boulevard. 
"McMillan  High  School.  West  Vak]   m'ar  JctTorson. 
Xordstrum  High  School,  West  Fort  and  Waterman. 
Ellis  High  School,  Junction  and  Rich. 
Central  High  School,  Cass  at  Warren, 


Michigan 


3725 


Ead  of  Woodward: 

JSTorthern  High  School,  Woodward  at  Josephine. 

Northeastern  High  School,  Warren  and  Joseph  Campau. 

Eastern  High  School,  Boulevard  at  ^Maek, 

Southeastern  High  School,  Fairview  near  Goethe. 

Bishop  School,  Adelaide  and  Rivard. 
Factory  Class: 

Packard  Motor  Car  Company. 

(Name  of  factory) 

Teacher:  Enroll  the  bearer  and  give  this  card  to  the  principal. 


1      2      3      4      8      6      7      8      9      10      11       12      13       14       15      16      17      18      19      20 
AMERICANIZATION  RECORD. 


Name         Jones,  John  W. 

Age  23 

Address          ....  Rohus  St. 

Data  employed 
2/l/'12 

Date  paid  off 

Dept.  and  roll  No. 
Q.  Z.  01 

Dept.  and  roll  No. 

Dept.  and  roll  No. 

Birth  place 
Italy 


Citizen  of 
Italy 


Arrived  in  U.  S. 

1/1/'12 


Can  speak  the  following  foreign 
Italian,  Spanish,  French. 

language: 

Days  work  mag.  began 
6/10/'19 

Date 
first  papers 

6/10/'15 

Sent  for 
certificate 
of  arrival 

6/ll/'17 

Filed 

petition  for 
second 
papers 

6/6/'17 

Final 

certllicate 
received 

9/17/'17 

Speaks  English 
Fair 

Reads  English 
Little 

Write 

3  English 
No 

Will  attend 

Northeastern 

h;gh  school 

evening  classes 

SCHOOL  RECORD. 


Year 

Jan. 

Feb. 

Mar. 

April 

May 

June 

July 

Aug. 

Sept. 

Oct. 

Nov. 

Dec. 

1919 
Attendance 

12 

13 

10 

11 

8 

6 

5 

16 

16 

12 

Fair 

4 

3 

6 

5 

6 

8 

4 

4 

19  attendance 


Progress  good. 


.  Absence 


FouM— 24357  C.  P.  Co. 


REMARKS  —  Over. 


CHAPTER  XXI 

Minnesota 

P.  C.  ToN^TI]srG,  Deimty  Commissioner  of  Educailon,  Ssaitit  Paul. 
Letter,  October  ;J0,  1919.  Bulletin.  "'  Laws  of  Minnesota 
Relating  to  the  Public  School  System,  1919." 

1.     State  Legislation  —  Compulsion  for  Minors  and  for  Minors  of 

Employment  Age 

Fublic  School  Sysieia  Laws,  Chapter  XI.  "  Com\mlsory  Edacti- 
tion  —  Child  Labor" 

2t)0.  Attendance  age  —  English  language  —  common  branches  — 
requirements  of  school. —  Every  child  between  eight  and  sixteen 
years  of  age  shall  attend  a  public  school,  or  a  private  school,  in 
each  year  during  the  entire  time  the  public  schools  of  the  district 
in  which  the  child  resides  are  in  session;  provided,  however,  that 
no  child  shall  be  required  to  attend  public  school  more  than  ten 
(10)  months  during  any  calendar  year.  In  districts  maintaining 
terms  of  unequal  length  in  different  public  schools,  this  require- 
ment shall  be  satisfied  bv  attendance  during  the  shorter  term. 

A  school,  to  satisfy  the  requirements  of  compulsory  attendance, 
must  be  one  in  which  all  the  common  branches  are  taught  in  the 
English  language  from  text-books  w^ritten  in  the  English  language 
and  taught  by  teachers  qualified  to  teach  in  the  English  language. 
A  foreign  language  may  be  taught  when  such  language  is  an 
elective  or  a  prescribed  subject  of  tlie  curriculum,  but  not  to 
exceed  one  hour  in  each  day. 

Such  child  may  be  excused  from  attendance  upon  application 
of  his  parent,  guardian,  or  other  person  having  control  of  such 
child,  to  any  member  of  the  school  lioard,  truant  officer,  principal, 
or  city  superintendent,  for  the  whole  or  any  part  of  such  period, 
by  the  school  board  of  the  district  in  which  the  child  resides  upon 
its  being  shown  to  tlic  satisfaction  of  such  lioard  : 

1.  That  such  child's  bodily  or  mental  condition  is  such  as  to 
prevent  his  attendance  at  school  or  application  to  study  for  the 
period  required  ;  or 

2.  That  snch  child  has  already  completed  the  studies  ordinarily 
required  in  the  ciglitii  grade;  or 

3.  That  there  is  no  public  school  within  reasonable  distance  of 
his  residence,  or  that  conditions  of  weather  and  travel  make  it 
impossible  foi-  the  child  to  attend:  ]irovided.  first  that  any  child 
fourteen  (14)  years  of  age  or  ovci\  whose  ludp  nniy  be  required 

[3726] 


Minnesota  3727 

in  any  permitted  occupation  in  or  abont  the  home  of  his  iiarcnt 
or  guardian  may  be  excused  from  attendance  between  April  1st 
and  November  1st  in  any  year;  but  this  proviso  shall  not  apply 
to  any  cities  of  the  first  and  second  class;  provided,  second,  that 
nothing*  in  this  act  shall  be  construed  to  prevent  a  child  from 
bring  absent  from  school  on  such  days  as  said  child  attends  upon 
instruction  according  to  the  ordinances  of  some  church. 

The  clerk,  or  any  authorized  ofiicer  of  the  public  board  shall 
issue  and  keep  a  record  of  such  rules  as  the  board  may  from  time 
to  time  establish. 

270.  Same:  children  between  fourteen  and  sixteen;  when  may 
be  employed —  It  shall  be  unlawful  for  any  person,  firm  or 
eor])oration  to  employ  any  child  over  fourteen  years  of  age, 
and  under  sixteen  years  of  age,  in  any  business  or  service  what- 
ever, during  any  part  of  the  term  during  which  the  public  schools 
of  the  district  in  which  the  child  resides  are  in  session,  unless 
the  employer  procures  and  keeps  accessible  to  the  truant  officer 
of  the  town  or  city  and  to  the  commissioner  of  labor,  assistant 
commissioner  of  labor,  factoiy  inspectors  and  assistants,  an  em- 
ployment certificate  as  herein  prescribed  and  a  list  of  all  such 
children  employed.  On  termination  of  the  employment  of  a 
child,  such  certificate  shall  be  forthwith  surrendered  by  the  em- 
ployer to  the  official  who  issued  the  same. 

271.  Sa";ne;  employment  certiftcates;  when  and  how  issued. 
—An  employment  certificate  shall  be  issued  only  by  the  sup.^r- 
intendont  of  schools,  or  by  someone  authorized  by  him  so  to  do. 
or,  whore  there  is  no  superintendent  of  schools,  by  the  cliaivnim 
of  the  school  board  or  the  chairman  of  the  board  of  education,  <n' 
by  a  person  authorized  by  such  chairman;  providerl,  that  no  su- 
perintendent of  schools,  member  of  the  school  lioard  or  board  of 
education  or  other  person  authorized,  as  aforesaid,  shall  have 
authority  to  issue  such  certificates  for  any  child  then  in  or  about 
to  enter  his  own  employment  or  the  oni])loyment  of  a  firm  or  cor- 
poration of  which  he  is  a  member,  officer  or  employe. 

2.  State    Legislation  —  Flags 

Public  School  Sysleni  Laio.9.  Chapter  VI.  "  The  Puhlic  Schools.'* 
162.  Displaying  of  United  States  flag  at  various  schools — There 
shall  be  displayed  at  every  public  school  in  INIinnesota,  when  in 
session,  an  appropriate  United  States  flag.  Such  display  shall 
be  upon  the  schoool  gi'ounds  or  outside  the  schoool  buildintr,  u]ion 


3728  Citizenship  Training  in  Otiier  States 

a  prop€r  staff,  on  every  legal  holiday,  occin-rmg  while  the  school 
is  in  session  and  at  such  other  times  as  the  respective  boards  of 
such  school  districts  may  direct  and  within  the  principal  room  of 
such  school  building  at  all  other  times  while  the  same  is  in  session. 

3.  State  Legislation  —  English  Language 
Public  School  System  Laws,  Chapter  VI.  "  The  Public  Schools." 
165.  Instruction  in  public  schools. —  The  books  used  and  the 
instruction  given  in  public  schools  shall  be  in  the  English  language 
but  any  other  language  may  be  used  by  teachers  in  explaining  to 
pupils  who  understand  such  language  the  meaning  of  E^nglish 
words ;  and  in  high  and  graded  schools  other  languages  may  be 
taught,  when  made  part  of  a  regular  or  optional  course  of  study. 
Instruction  may  also  be  given  in  such  languages  in  common 
schools,  not  to  exceed  one  hour  in  each  day,  by  unanimous  vote  of 
the  trustees. 

4.  Citizenship    Training   Through   Public    Schools 

Public  School  Systems  Laws,  Chapter  III.     "  School  Boards  and 

Officers." 
80.  Evening  schools  in  common  districts —  The  school  board 
of  any  common  or  consolidated  school  district  or  the  school  board 
for  unorganized  territory  may  establish  and  maintain  public  even- 
ing schools  as  a  branch  of  the  public  schools,  and  such  evening 
schools  when  so  maintained  shall  bo  available  to  all  persons  over 
sixteen  years  of  age  who,  from  any  cause,  are  unable  to  attend 
tli<  public  school  of  such  district;  and  the  branches  taught  at  such 
evening  schools  and  the  general  conduct  thereof  shall  be  subject  to 
the  direction  and  control  of  the  state  superintendent  of  education. 

''"^ ■  The  appropriation  of  the  1919  Legislature  to  carry  out  the  pro- 
vision of  chapter  356,  General  Laivs.  1917,  relating  to  even- 
ing schools  in  common,  independent,  and  consolidated  dis- 
tricts shall  he  hosed  on  the  folloiving  rules. 
1.   Tliis  aid  will  be  granted  for  Americanization  work  only, 
which  shall  be  as  follows: 

a.  Instruction  in  English,  reading  and  writing  for  illiter- 
ates or  foreigners  unable  to  read  or  write  the  English  lan- 
guage, or  wliose  knowledge  of  English  is  too  limif(H]  to 
enable  them  to  transact  business  or  to  read  intelligently  ncws- 
papei-s  and  periodicals  in  the  English  language. 


Minnesota  3729 

b.  InstriK'tion  for  the  classes  above  in 

(1)  The  essential  and  vital  facts  of  American  his- 
tory. 

(2)  American  government,  institutions  and  ideals. 

(3)  Duties  and  obligations  of  citizenship. 

2.  Aid  cannot  be  granted  for  an  evening  school  term  of  more 
than  sixteen  weeks  of  six  hours  per  week  or  its  equivalent. 

o.  The  average  attendance  in  each  class  must  be  at  least  eight 
during  the  period  for  which  aid  is  granted. 

4.  One-half  the  salary  of  each  teacher  employed  under  the  con- 
ditins  above  will  be  paid,  but  not  to  exceed  seventy-five  cents  per 
hour  as  the  state's  share,  or  a  pro  rata  payment  if  the  appropri- 
ation is  not  sufficient  to  pay  in  full. 

5.  Aid  wnll  not  be  granted  for  evening  schools  that  were  not 
reported  to  the  State  Department  in  the  first  inquiry,  or  the  ap- 
proval of  which  has  not  been  secured  subsequently. 

0.  The  aid  will  be  bayed  on  a  re])ort  to  be  made  at  the  close 
of  the  evening  school  term,  about  April  first.  I^ecessary  blanks 
for  this  purpose  will  be  furnished  in  due  time. 

5.  Letter  from  P.  C.  Tonning,  Deputy  Commissioner  of  Education, 

Saint  Paul,  October  30,  1919: 

"'  The  last  regidar  session  of  the  Minnesota  Legislature 
made  an  appropriation  of  $25,000  to  assist  in  maintaining 
evening  schools  for  adult  foreigners.  The  main  purpose  of 
these  evening  schools  would,  of  course,  be  Americanization, 
and  the  work  involved  includes,  besides  reading  and  writing, 
instruction  in  American  institutions  and  citizenship. 

''  We  have  no  complete  returns  on  these  schools,  but  it  is 
safe  to  say  that  they  will  be  established  in  practically  every 
city  in  the  state  and  in  a  good  many  rural  communities. 
They  are  invariably  established  in  connection  with  the  pub- 
lic schools,  and  public  school  teachers  are  used  almost  exclu- 
sively. In  the  larger  centers,  however,  evening  schools  for 
foreigners  are  maintained  by  other  organizations,  intelligent 
people  interested  in  the  work  volunteering  as  teachers." 

6.  Letter    from    E.    M.    McMahon,    General    Secretary,    St.    Paul 

Association,  Saint  Paul,  December  27,  1919: 

''At  the  bec;innino:  of  this  vear  it  was  decided  that  the 
Association  should  share  in  the  organization  of  an  independ- 
ent Saint  Paul   Americanization  C^ommittee  rather  than  to 


8730  Citizenship  Tkaixi^g  in   Othek  States 

conduct  the  Americanization  work  as  a  direct  activity.  In 
several  industrial  estal^lishments,  employing  foreign-horn 
adults,  there  has  been  some  exceedingly  effective  work  done." 

7.     Letter  from  G.  J.  David.  Secretary.  The  Saint  Paul  Americaniza- 
tion Committee,  Saint  Paul,  January  6.  1920: 

"Our  Committee  has  only  been  in  active  existence  for  a 
period  of  four  months  and  as  yet  we  have  no  printed  reports 
on  the  work  accomplished.  However  I  can  give  you  a  brief 
resume  of  the  work  covered  here. 

"  The  mission  of  our  Committee  has  been  to  awaken  the 
general  public  to  the  need  and  importance  of  Americnnizntion 
work  and  more  specifically  to  bring  home  to  the  employer  the 
advantages  of  having  his  employees  Americanized.  We  first 
made  a  survey  of  the  local  industries  which  gave  us  the  fol- 
lowing information :  The  number  of  aliens  in  each  plant, 
whether  they  spoke  or  wrote  English  and  whether  they  had 
taken  out  first  papers.  We  then  interviewed  the  employer 
and  secured  his  permission  and  co-operation  in  starting  classes 
where  beginners,  English  was  taught.  To  date  we  have  five  of 
the  largest  plants  in  the  city  lined  up  on  Americanization 
work.  The  local  Department  of  Education  supplies  the  teach- 
ers and  text-books.  The  number  of  students  enrolled  in  this 
city  are  530.  We  have  found  that  the  average  foreign-born 
adult  is  anxious  to  learn  English  if  approached  properly  nnd 
if  the  plant  will  donate  part  of  the  time  for  holding  classes 
the  l>est  results  are  obtained." 

8.     The  University   of  Minnesota 
Lettei'  from  A.  E.  Jkxks,  Direclor  of  Americanization  Trnininr/. 
The    rniversity   of    Minnesota,    Minneapolis,    -January    16, 
1920: 

"  We  train  here  Americanization  leaders  for  positions  such 
as  — 

"  1.  Directors  and  teachers  of  Americanization  in  uni- 
versities, cx)lleges,  and  city  schools. 

"  2.  Directors  and  secretaries  of  Americanization 
work  with  civic  and  commercial  organizations.  Ameri- 
canization committees,  etc. 


Minnesota  3731 

"3.  Directors  ami  Americanization  workers  in  ii<1:!!t 
classes  in  industrial  plants. 

"  4.   Home  Americanization   workers. 

"  5.  Government  officers  dealing'  with  Americaniza- 
tion and  immigration  work  foi'  federal,  state,  and 
connty  service. 

"  6.  Directors,  and  workers  among  foreigners  in  c(in- 
nection  with  churches,  the  many  church  and  missionary 
organizations,  the  Y.  ]\1.  and  Y.  W.  C.  A.  and  srttk;- 
ments. 

''  7.   Workers  in  foreign  Ijranch  libraries. 

"8.  Managers  of  alien  laborers  in  big  industrial 
und(^rtakings. 

"  '.».  Expert  students  and  researchers  for  intensive 
study  of  our  aliens  to  further  practical  Americani/,a- 
tion.  This  includes  studies  in  racial  characteristics  and 
contributions,  amalgamation,  eugenics,  assimilation, 
acclimatization,  etc.,  to  the  end  th'.t  educators,  legislat- 
ors, and  ])ublicists  may  wisely  direct  tli  ■  development 
of  our  American  people. 

"  We  have  already  sent  out  persons  trained  in  the  follov.'ing 
fields : 

"  1.  Directors,  and  teachers  of  Americanization  in 
city  schools. 

"  2.   Americanization  committees. 

"  3.  Home  Americanization  workers. 

"  4.  Government  officers  dealing  with  Americaniza- 
tion and  immigration  work  for  state  service. 

"  5.  Directors,  and  workers  among  foreigners  in  con- 
nection with  church  and  missionary  organizations. 

''  6.   Expert  students  and  researchers  in  the  study  of 

amalgamation  and  assimilation. 


'i-1'- 


"  As  to  actual  requirements  for  the  teachers  working 
among  adult  foreigners,  I  should  start  first  with  personal- 
ity, and  I  should  weed  rather  ruthlessly,  cutting  out  those 
pecr-le  who  lack  this  i-ather  indefinable  but  readily  recog- 
ni/Tb.le  thing  of  personality.  The  teacher  would  have  to 
have  good  health,  common  sense,  absolute  trustwortb.v  sin.- 
cerity  toward  foreign  peoples,  and  an  unfailing  and  con- 
tagious good  hnmor.     T   should  then   desire  her  to  have  a 


3732  Citizenship  Training  in  Other  States 

eourse  equivalent  to  tho  foiir-vear  course  outlined.  She 
should  know  thorouc'hlv  the  fundamentals  of  American  his- 
torv  together  with  social,  economic  and  political  life.  She 
should  know  also  foreign  peoples  in  America,  and  then  the 
methods,  technique,  and  organization  of  Americanization 
work. 

"  We  believe  here  that  a  person  can  do  much  injury  and 
very  little  good  in  Americanization  work  who  does  not  pos- 
sess rlie  proper  spirit.  The  leaflet,  *  The  Spirit  of  Ameri- 
canization '  will  convey  to  you  better  than  this  letter  can 
just  what  I  mean.  May  I  say  it  is  this  spirit  which  we  are 
putting  into  our  leaders,  and  none  of  them  have  yet  fallen 
dov.u,  but  they  do  seem  to  be  uniformly  successful,  and  the 
foreign  peoples  welcome  them  with  most  gratifying  earnest- 
ness." 

THE   bulletin   OF  THE   UNIVERSITY   OF   MINNESOTA,    THE    COLLEGE 
OF  SCIENCE,   LITERATURE,    AND  THE   ARTS,    1919-1920 

COURSES  OF  STUDl 

V.  Four  Years'  Course  in  A>[ericanization  Training  Work 
Leading  to  the  Degree  of  Bachelor  of  Science 

Freshman  Yem 

Required  Credits 

Rhetoric 15 

Modern  European  History  (1-2) 10 

Airierican  IIistor\'    5 

General  Zoology 10 

Introduction  to  Anthropology 5 

Sophomore  Year 
Required  Credits 

Modem    Language   ^   or  15 

American  History   (continued) 5 

American  Government 5 

General  Anthropology 3 

General  Immigration •''' 

General  Psychology   0 

Electives    ^J    to  IS 


MiXXESOTA  3To3 

Eleclives 


English  Survcv. 


"& 


Public  Speaking. 

Modern  Language. 

Geography. 

Modern  Social  Reform  Movements. 

Cultural  Anthropology. 

Elements  of  Educational  Psychology. 

Food  Preparation. 

Elementary  Dietetics. 

Junior  Year 

In  the  Senior  College  (junior  and  senior  years)  the  electives  of 
individual  students  will  vary  much,  depending  on  the  phases  of 
\\Tirk  and  the  groups  of  peoples  in  which  the  student  is  specializing. 
All  electives  must  be  approved  by  the  director. 

Required  Credits 

American  People   9 

Methods  and  Organization  of  Americanization  Work .  .    9 

General  Economics    10 

Electives 18     to    23 

Aliens'  Viewpoints  —  Special  lectures  by  race  leaders. 

Electives 

Supervised  Americanization  Work. 

Municipal  Government. 

State  and  Local  Government. 

Immigrant  Woman. 

Race  Leaders  and  Progi-ams. 

Labor  Problems. 

Statistics. 

Elementary  Dietetics. 

Housing  Problems, 

Home  Management. 

Social  Psychology. 

History  of  Education. 

Social  Aspects  of  Education, 

Physical  Anthropology. 

Political  and  Social  Ethics, 


37u4  CiTizEASHip  Training  in  Othek  States 

8e7iior  Year 

Required  Electives 

American  Xegro    3  NegTO  and  Immigrant  Adjust- 

ments. 
Government  and  Immigrant,  3  Slavic  Culture. 

Supervised       Americanization  Slavic  Oral  Language. 

Work     (if    not     previously 

elected)     3U  Genetics  and  Eugenics. 

Race    Leaders    and    Programs  Social  Statistics. 

(is  not  previously  elected),  1  Socialism. 

Child  Welfare. 
Philippine  Peoples. 
Municipal  Problems. 
Mental  Diagnosis. 

These  courses  are  open  only  to  students  who  are  specializing  in 
the  Americanization  vi^ork. 


No. 

Crod 

1 

5 

2 

3 

5 

3 

41-42 

2 

112 

3 

113 

3 

114 

3 

11  n 

lis 

3 

i2r. 

3 

126 

o 

127 

o 

131- 

■133      0 

137- 

•139      :; 

140 

2 

DEPARTMENTAL    STATEINFENTS 

Title 
Introduction  to  Anthropology. 
General  Anthropology. 
General  Immigration. 
Slavic  Language. 
The  American  Negro. 
The  Older  Immigrants. 
The  Newer  Tnnnigrants. 
Americanisms  aixl  Assimilation. 
Government  and  the  Immigrant, 
^lethods  of   Americanization. 
Organization  of  Amcri'^ivnization  Work. 
Technique  of  Teaching  Adults. 
Supervised  Americanization  Work. 
'li-Acc   Leaders  and  Programs. 
Slavic  Culture. 


Minnesota  3735 

1.  Introduction  to  Anthropology.  Origin  and  develop- 
ment of  mankind;  activities,  organization  and  institutions  of  soci- 
ety; determinants  of  social  types;  the  bearing  of  anthropology 
and  sociology  on  present-day  problems  and  thought.  (Same 
Course  as  number  1  in  Sociology.)  Jenks,  Todd,  Berxard, 
Elmer,  Finney,  Lundquist. 

2.  General  Anthropology.  Theories,  facts,  and  factors  in 
the  origin  and  distribution  of  human  races.  Early  world  migra- 
tions.     Important  anthropological  prolilems.      Jenks. 

4.  Cultural  Anthropology.  Origin  and  early  develop- 
ment of  the  most  important  activities,  and  institutions  which  had 
their  beginning  among  primitive  man.  (Xot  oii'ercd  in  1919- 
20.)     Jenks. 

5.  General  Immigration.  Facts  of  recent  world  migrations. 
Chief  causes  of  emigration  from  old  nests,  and  of  iinniigration  to 
the  Ignited  States;  federal  and  state  problems  of  imuiigraut  legis- 
lation, control  and  distribution. 

41-42.  Slavic  Oral  Language.  Slavic  linguistic  families. 
A  speaking  knowledge  of  a  Slavic  language  is  taught  illustrating 
the  methods  and  technique  of  teaching  our  language  to  adult 
foreigners  in  America.      Junek. 

108.  Philippine  Peoples.  Comparative  study  of  the  four 
large  ethnic  and  cultural  groups  of  people  in  the  Philippine 
Islands ;  policy  of  the  insular  government  as  it  effects  American 
home  interests  in  tlie  Orient.      (Xot  offered  in  1919-20.)   Jenks. 

110.  Physical  Anthropology  and  Amalgamation.  Theorv 
of  evolution  as  applied  to  natural  and  cultural  man.  Eugenics  in 
theory,  law,. and  practice.  Studies  in  the  amalgamation  of  races. 
(Not  offered  in  1919-20.)      Jenks. 

112.  The  American  Negro.  Development  of  the  American 
Negro;  his  characteristics,  conditions,  and  developing  tendencies. 
Xegro  and  immigrant  adjustments.     Jenks. 

113.  The  Older  Immigrants.  Characteristics,  contribu- 
tions, and  distributions  of  the  older  immigrant  peoples  in  Amer- 
ica, their  modification  and  importance  to  us.      Jenks. 

114.  The  Newer  Immigrants.  Characteristics,  contribu- 
tions, and  distribution  of  the  newer  immigi-ant  peoples  in  Amer- 
ica, their  modification  and  importance  to  us.     Jenks. 


3736  Citizenship  Training  in  Other  States 

115.  Americanisms  and  Assimilation,  Essential  and 
unique  historical  Americanisms,  and  their  value  and  virility  for 
the  future  in  America.  Conditions  and  facts  of  assimilation. 
Jenks. 

117.  The  Immigrant  Woman.  The  peculiar  problems  of  the 
woman  immigi-ant  in  personal  service,  in  industrial  groups,  in 
the  home,  and  out  of  regular  employment.  (Not  offered  in  1919- 
20.)      Clark. 

118.  Government  and  the  Immigrant.  Legal  and  admin- 
istrative aspects  of  Americanization.  Federal  and  state  laws 
affecting  immigration,  citizenship,  and  naturalization;  practical 
administration  of  these  laws  through  governmental  agencies ;  po- 
litical experiences  of  the  foreign-born.      (jSTot  offered  1919-20.) 

125.  Methods  of  Americanization.  Practical  methods  of 
Amoricanization  in  use  in  the  United  States,  together  with  facts 
and    conditions    of   their    success   and    failure.     Jenks,    Clark, 

JUKEK. 

120.  Organization  of  Americanization  Work.  Existing 
Americanization  organizations  of  federal,  state,  municipal,  and 
neighborhood  groups.  Methods  of  organizing  new  groups,  and 
of  inter-organic  co-operation.     Jenks,   Clark,  Junek. 

127.  Technique  of  Teaching  Adults.  Methods  of  teaching 
adults  —  the  foreigTi-speaking,  the  illiterate,  the  fatigued  —  in 
keeping  with  the  dignity  of  mature  years,  and  the  mental  ]>ro- 
eess  of  mature  minds  of  foreigners.     Clark,  Junek. 

131,  132,  133.  Supervised  Americanization  Work.  Prac- 
tical field  work  among  foreign  peoples  in  our  vicinity.  Clark, 
Junek. 

137-139.  Race  Leaders  and  Programs.  Studies  of  racial  or 
national  leaders.  Preparation  of  programs,  in  English,  from 
racial  data  as  means  of  contact  for  nuitual  understanding  ])etween 
Americans  and  various  racial  groups  in  America.      Clark. 

140.  Slavc  Culture.  The  basic  Slavic  institutions.  Char- 
acteristic of  Slavic  culture.     Junek. 


Minnesota  3737 

The  Bulletin  of  the  Univeesitt  of  ^^Tinxesota 
AMERICA^TizATIOX    TRAIXTNG    COURSE 

PRELIMINARY  AXNOUXCEMENT. 
1918-1919. 
Vol.  XXI,  No.   40,  December  21,   1918. 

Entered  in  the  post  office  in  Minneapolis  as  second-class  matter,  Minneapolis, 
Minnesota. 

Acceptance  for  mailing  at  special  rate  of  postage  provided  for  in  section 
1103. 

Act  of  October  3,  1917,  authorized  July  12,  191£ 

AMERICAXIZATTOX  TRATXI:N'G  COURSE 

ORGAN  IZATIOX 

Marion  Leroy  Burton,  Ph.D.,  D.D.,  L.L.D.,  President  of  the 
University. 

John  B.  Johnston,  Ph.D.,  Dean  of  the  College  of  Science, 
Literature,  and  the  Arts. 

Albert   Ernest   Jenks,    Ph.D.,   Professor   of  Anthropology, 
Director. 

Executive  ConvmiUee 

Albert  Ernest  Jenks,  Chairman. 

John  B.  Johnston,  ex-officio. 

Luther  L.  Bernard,  Ph.D..  Associate  Professor  of  Sociology. 

Lotus  D.  Coffman,  Ph.D..  Professor  of  Education. 

WiLLARD    E.    HoTcniKiss,,    Ph.D.,    Professor   of    Economics, 

Director  of  Business  Education. 

David  Ferdinand  Swenson,  B.S.,  Professor  of  Philosophy. 


AMERICANIZATION  TRAINING 

PRESENT    URGENT    NECESSITY    I'^OR    TRAINED    AMERICANIZATION 

WORKERS. 

America  has  today  come  to  realize  as  never  hcfore  that  one  of 
her  most  vital  problems  is  the  Americanization  find  assimilation 
of  the  foreigner  in  her  midst.  About  one-third  of  the  people  of 
the  United  States  are  of  foreign-born  parentage,  and  more  than 
13,000,000  are  foreign-born. 

With  masses  of  people  in  America  of  foreign  speech  and  foreign 
culture,  who  are  easily  influenced  by  dangerous  and  disturbing 


3738  Citizenship  Training  in  Otiikk  States 

agitation,  no  one  who  has  the  interests  of  America  at  heart  can 
doubt  the  importance  of  the  alien  question. 

Today  in  the  universal  interest  in  Americanization  work  we 
hear  much  of  volunteer  service,  hut  from  most  sources  of  inquiry 
we  find  the  very  limited  usefulness  of  untrained  and  inadequately 
directed  volunteer  workers  in  this  field.  In  all  cases,  to  get  the 
best  results,  the  volunteer  worker  must  have  expert  direction,  hut 
the  real  fact  is  that  the  Americanization  situation  is  taxing  to  the 
utmost  the  ahility  of  even  paid  Avorkers,  and  the  problem  is  today 
in  many  aspects  largely  unsolved,  as  the  following  quotations  will 
show : 

The  California  Commission  of  Immigration.  "  The  school 
register  proves  conclusively  that  the  methods  to  date  are 
strikingly  unsuccessful  — that  in  the  city  of  Los  Angeles  59 
per  cent,  of  the  |)upils  (in  night  schools  for  foreigners) 
should  have  remained  only  twenty  nights  is  overwhelming; 
as  is  the  fact  that  only  0  per  cent,  stayed  more  than  sixty 
nights." 

]\lr.  Edward  Hyatt,  California  S'tate  Superintendent  of 
Public  Instruction,  speaking  of  educating  and  Americaniz- 
ing the  foreigner:  ''We  school  people  have  no  notion,  yet, 
how  diffir'ult,  how  oppressive,  how  choking,  this  new  burden 
is.  Xew  York,  Cleveland,  Chicago,  have  partially  expe- 
rienced it,  with  the  steauKn-  classes.  Teachers  there  com- 
plain bittprly  of  its  hampering,  smothering,  impossible 
weight.  It  knocks  out  their  plans,  it  deranges  their  work,  it 
clogs  their  progress,   it  l)n)'ics  them." 

Bulletin  of  the  Council  of  Jewish  Women.  "  There  are 
still  fai-  too  few  teachers  in  the  cities  today  trained  for  this 
highly  specialized  branch  of  teaching.  The  present  lack  of 
such  qualified  reachers  is  one  of  the  main  obstacles  to  the  es- 
tablishment of  effective  educational  facilities  for  the  adult 
alien  both  in  night  school  and  in  day-time  classes. 
Dr.  Albeit  Shields,  Superintendent  of  Schools,  Los  Angeles: 
'"  We  have  not  yet  learned  that  the  t(>aching  of  foreigners  is 
a  highly  skilled  work,  demanding  peculiar  insight  and 
ability  .  .  .  We  need  a  corps  made  up  of  adequately  paid 
teachers  who  can  make  teaching  of  foreigners  a  permanent 
vocation." 

Those  nn  whose  shouldei's  the  burden  of  Americanization  has 
snddenlv    been    thrown    have   been    obliged    to    inaugurate    short 


Minnesota  37'59 

courses  of  stiulv  for  their  workers  in  order  to  make  progress  at 
all.  Of  such  courses  of  training  Dr.  Charles  B.  Finch,  Director 
of  Immigrant  Education  in  Rochester,  Now  York,  savs: 

''We  fully  realize,  however,  that  this  plan  in  no  way  takes 
the  pliice  of  the  regidar  training  that  workers  in  this  field  of 
educational  endeavor  ought  to  have;  and  we  have  simply 
adopted  it  as  the  best  method  available  at  present  for  getting 
teachers  who  have  had  any  training  at  all  for  this  work. 

It  seems  to  be  the  universal  testimonv  of  workers  tn'ing  to 
solve  practical  Americanization  problems  that  highly  special-  . 
ized  and  adequate  training  is  imperative  for  the  successful 
Americanization  leader. 

ANTinjOPOLOGICAL   FoUNDATIOIvr   FOR   AMERICANIZATION   WoRK 

Anthropology  is  the  study  of  man.  In  its  broader  aspects  it 
is  the  study  of  peoples.  In  America  the  science  of  anthro|X)logy 
has  been  directed  so  largely  to  the  study  of  primitive  and  pre- 
historic peoples  that  it  is  not  commonly  known  that  this  science 
liiis  a  large  and  useful  field  in  the  study  of  modern  and  more 
advanced  peoples.  Present  conditions  in  America  give  us  a  new 
conception  of  the  importance  of  anthropology  born  of  the  need?  of 
the  time  and  the  opportunity  for  nation-wide  service.  Conditions 
now  demand  that  the  anthropologist  put  his  training  at  the  service 
of  his  country  in  helping  to  solve  the  many  bewildering  problems 
of  Americanization. 

Deep  and  difficult  problems  face  the  worker  among  immigrant 
peoples  growing  out  of  racial  characteristics  which  have  their 
origin  far  back  of  recent  or  modern  political  and  economic  systems, 
and  have  a  deeper  significance  and  greater  tenacity  than  those 
systems. 

Each  one  of  the  many  groups  of  foreigners  who  has  come  and 
yet  will  come  to  America  has  its  own  language  or  dialect,  each 
has  its  distinctive  historic  past,  and  each  a  still  older  past  lived 
so  long  ago  that  deep-rooted  emotions  are  grounded  there.  Each 
has  just  cause  for  race  pride,  and  each  has  also  memories  from  the 
past  that  tend  powerfully  to  fix  race  prejudice.  Each  has  racial  or 
national  weaknesses;  and  each  has  racial  or  national  strengths. 
These  peoples  are  here,  and  must  be  Americanized. 

Americanization  workers  have  the  task  of  meeting  these  immi- 
grant peoples  with  sympathetic  and  intimate  understandinir,  of 
interpreting  to  them  the  best  American  traditions  and  ideals,  of 


3740  Citizenship  Training  in  Othkii  States 

«liowing  them  clearly  the  points  of  oontaet  and  community 
between  their  own  customs,  traditions,  and  ideals,  and  those  of 
America,  and  of  making  that  race  pride  which  is  founded  on 
vrorthy  characteristics  the  means  of  building  up  and  strengthening 
our  nation. 

The  last  point  is  well  emphasized  in  a  leaflet  of  the  California 
roTP.mi?sion: 

''  The  immigrant  is  not  merely  a  potential  menace,  from 
whom  we  must  protect  ourselves.  With  proper  encouragement, 
he  may  become  a  positive  source  of  benefit  to  our  civilization. 
Each  man  brings  to  our  shore  certain  inherited  racial  and 
national  talents  as  well  as  certain  personal  faculties  which  we 
may  encourage  and  develop  to  our  own  advantage 
(We  should)  do  all  in  our  power  to  bring  out  the  latent 
possibilities  from  even  the  humblest  of  the  strangers  within 
our  gates.  Our  country,  in  its  early  history,  borrowed  ideals 
and  practices  from  all  peoples,  both  ancient  and  modern.  Is 
it  not  conceivable  that  the  descendants  of  those  who  contrib- 
uted thus  might  still  have  something  to  give  ?  " 

The  Americanization  worker  also  has  the  task  of  interpreting 
each  group  of  people  in  America  to  other  groups.  The  diverse 
j)eoples  in  America  would  get  on  better  if  they  knew  each  other 
l)etter.  Race  prejudice  among  the  peoples  in  America,  on;-  for 
another,  is  a  vice,  and  the  aim  should  be  to  eradicate  it  so  far  as 
possible.  The  process  will  be  a  twofold  one:  first,  races  with 
characteristics  undesirable  to  America  must  I'o  taught  to  undo 
these  causes  of  race  prejudice;  second,  all  races  must  be  taught 
to  know  the  worthy  characteristics  of  the  races  they  are  preju- 
diced against  in  order  to  replace  their  prejudice  with  genuine  sym- 
pathy and  appreciation,  that  all  may  merge  their  interests,  aspi- 
rations, and  powers  in  the  larger  American  people. 

That  the  Americanization  worker  may  make  these  important 
racial  interpretations,  and  rightly  assist  the  immigrant  in  making 
his  racial  adjustment,  his  specialized  training  should  be  the  study 
of  peoples. 

Americanization   Training   Course 

In  view  of  the  universally  recognized  necessity  for  adequately 
trained  Americanization  workers,  the  University  of  Minnesota  has 
established  in  the  College  of  Science,  Literature,  and  the  Arts  an 
Americanization  Trail  ing  Ccurse  whose  object  will  be  to  afford 


Minnesota  3741 

fundamental,  scientific,  and  practical  training  for  men  and  women 
who  wish  to  engage  in  any  phase  of  the  important  and  developing 
work  of  Americanization.  In  connection  with  this  Course  the 
University  will  develop  its  Department  of  Anthropology  to  meet 
the  needs  of  the  necessary  specialized  Americanization  courses. 

The  Department  of  Anthropology  will  recognize  that  the  trained 
Americanization  worker  should  have  a  basic  knowledge  of  races 
and  peoples,  a  survey  of  world  migrations,  and  a  knowledge  of  the 
conditions  which  continually  upset  moving  peoples ;  that  he  should 
have  the  most  intimate  knowledge  of  the  old  world  temperament 
and  characteristics  of  our  immigrant  peoples ;  and  of  all  those 
phases  of  new  world  conditions  which  characterize  the  environ- 
ment of  our  immigrants :  that  he  should  be  thoroughly  grounded 
in  the  meaning  and  spirit  of  America  —  both  for  America  and  for 
the  world;  and  that  he  should  understand  the  pressing  and  in- 
creasing racial  problems  in  America,  and  especially  the  difficult 
problems  of  new  world  racial  adjustments. 

It  will  also  recognize  that  we  must  have  workers  trained  in  the 
scientific  aspects  of  assimilation,  amalgamation,  and  eugenics, 
each  in  its  meaning  for  the  future  American  nation. 

It  will  recognize  also  that  broader  aspects  of  Americanization 
vrork  will  demand  understanding  of  the  following  subjects,  all 
of  which  in  time  will  press  America  for  wise  solution ;  we  would 
be  bewildered  with  any  one  of  them  if  we  had  to  give  them  final 
solution  today:  The  American  Xegro,  Orientals  in  America, 
Latin-Americans,  and  other  peoples  in  the  Western  Hemisphere. 

In  the  Training  Course  it  will  be  understood  that  if  the  worker 
is  to  represent  America  truly,  he  must  know  thoroughly  American 
history,  American  antecedents  and  development.  He  must  under- 
stand American  social  and  political  organizations  and  economic 
and  industrial  conditions.  He  must  be  able  to  show  clearly 
what  America  is  and  what  America  stands  for  in  the  way 
of  political,  social,  and  industrial  liberty  and  democracy. 
He  must  also  know  the  corresponding  facts  of  the  social,  political, 
and  industrial  organization  of  the  country  from  which  the  immi- 
grant comes.  For  this  study  of  government,  industries,  and  insti- 
tutions certain  courses  will  be  required  and  others  may  be 
elected  from  the  well-developed  departments  of  Economics,  His- 
tory, Political  Science,  and  Sociology  of  the  University. 

Carefully  selected  courses  from  other  University  departments;, 
as  those  of  Education,  Home  Economics,  Psychology,  Romance 


3742  Citizenship  Trailing  iis"  Other  States 

Languages,  etc.,  will  be  advised  in  accordance  with  the  existing 
regulation  of  the  College  of  Science,  Literature,  and  the  Arts,  or 
of  the  Graduate  School.  These  elected  courses  will  vary  accord- 
ing to  the  individual  needs  of  the  worker,  depending  on  the  races 
with  w'hoiu  he  is  to  work  and  the  pa-rticular  phases  of  the  work  he 
wishes  to  pursue. 

In  the  Training  Course  the  methods  of  conducting  Americani- 
zation work  in  educational  and  industrial  institutions,  in  the  home 
and  in  classes,  will  be  developed  by  experienced  workers,  and  pro- 
visions will  be  made  for  field  work  and  practical  experience  in 
dealing  with  the  racial  groups  represented  in  this  vicinity. 

It  is  expected  that  this  training  course  will  be  co-ordinated 
with  that  of  the  College  of  Education  for  the  benefit  of  teachera 
who  wish  to  secure  this  special  training. 

The  following  titles  will  suggest  the  anthropological  courses 
which  the  University  will  ofler  in  the  near  future  to  train  for 
Americanization  work : 

General  Introduction  (Survey  of  races,  nationalistic  groups, 
migrations,  etc)  ;  The  American  People,  and  Americanisms;  Gen- 
eral Immigration ;  Characteristics  and  Contributions  of  Immi- 
grants;  The  Immigrant  Woman;  Racial  Adjustments  and  Assim- 
ilations; Educational  and  Industrial  Methods  of  Americanization: 
Americanization  Teaching  in  Classes  and  in  Llomes ;  Race  Lead- 
ers and  Programs ;  Immigrant  Legislation ;  Cultural  and  Physical 
Anthropology;  Anthropometry;  Racial  Anatomy;  Amalgamation 
and  Eugenics;  Influence  of  Environment  on  ^Migrants;  African, 
European  and  Asian  Ethnology;  American  Xegroes;  Negro  and 
Immigrant  Adjustments;  Present-Day  Indian  Problems;  Philip- 
pine Peoples;  West  Indians  and  Ilawaiians;  Mexicans  and 
Central  Americans;  South  American  Peoples;  Canadian  Peoples; 
Anthropological  Problems  in  Colonization;  Our  Aliens'  View- 
points—  Special  Lectures  by  Race  Leaders;  Seminars  in  Inten- 
sive Race  Studies. 

Positions  for  Wiiicit  Workers  Will  be  Trained 
Specialized  work  with  immigrants  in  nil  the  lines  indicated 
below  is  already  under  way  in  various  parts  of  the  country.  Oppor- 
tunities for  work  are  offered  to  both  men  and  women  whether  of 
American  descent  for  several  generations  or  of  recent  foreign 
extraction.  Americanizaticm  training  oUcrs  to  capable,  loyal 
foreign-speaking  young  m^-n  and  wnnion,  citizens  of  the  United 


Minnesota  3743 

States,  an  unprecedented  opportunity  for  double  service  —  ser- 
vice to  their  own  linguistic  group  and  to  America  —  in  the  mutual 
interpretation  of  things  American  and  things  foreign.  Sane  and 
constructive  race  leadership  for  our  foreign  groups  is  one  of  the 
most  crying  needs  of  Americanization. 

Americanization  training  will  afford  splendid  opportunities 
for  employment  and  service  in  American  reconstruction.  The 
following  positions  are  suggestive  of  those  that  will  l)e  open  to 
those  properly  trained : 

1.  Directors,  and  teachers  of  Americanization  in  universities, 
colleges,  and  city  schools. 

2.  Directors  and  secretaries  of  Americanization  work  with  civic 
and  commercial   organizations,  Americanization  committees,  etc. 

3.  Directors  and  Americanization  workers  in  adult  classes  in 
industrial  plants. 

4.  Home  AiiK'vicanization  workers. 

5.  Government  officers  dealing  with  Americanization  and  immi- 
grant woik  for  federal,  state,  and  county  service. 

6.  Directors  and  workers  among  foreigners  in  connection  with 
churches,  the  many  church  and  missionery  organizations,  the  Y; 
M.  C.  A.  and  Y.  W.  C.  A.,  and  settlements. 

7.  Workers  in  foreign  branch  libraries. 

8.  Managers  of  alien  laborers  in  big  industrial  undertakings. 

9.  Expert  students  and  researchers  for  intensive  study  of  our 
aliens  to  further  practical  Americanization.  This  includes 
studies  in  racial  characteristics  and  contributions,  amalgamation, 
eugenics,  assimilation,  acclimatization,  etc.,  (to  the  end  that  edu- 
cators, legislators,  and  publicists  may  wisely  direct  the  develop- 
ment of  our  American  people). 

Requirements  for  i\.DMis,siON 
While  the  Americanization  Training  Course  is  primarily  voca- 
tional, it  is  a  course  designated  to  give  a  broad,  cultural  under- 
standing of  twentieth  century  world  developments,  valuable  and 
fundamental  to  a  man  or  woman  in  any  walk  of  life.  The  course 
covers  both  undergraduate  and  graduate  work.  The  requirements 
for  both  entrance  and  graduation  conform  to  those  of  the  College 
of  Science,  Literature,  and  the  Arts.  Satisfactory  completion  of 
the  four  vears'  course  to  the  degree  of  Bachelor  of  Science. 
Graduate  students  whose  programs  satisfy  requirements  of  the 
Training  Course  and  the  Graduate  School  mav  receive  both   a 


3744  Citizenship  Training  in  Other  States 

sj>e{'ial  certificate  and  the  degree  of  Master  of  Arts  at  the  close 
of  the  fifth  year. 

At  the  discretion  of  the  director  the  Training  Course  will  be 
open  also  to  special  students  who  may  desire  to  pursue  courses  of 
study  of  less  than  the  usual  professiouel  duration.  In  these 
courses  workers  or  teachers  of  experience  may  secure  the  know- 
ledge and  practical  training  to  meet  a  particular  phase  of  Amer- 
icanization work  to  be  done.  Special  practical  courses  will  also 
Ijb  oifered  for  volunteer  workers  who  desire  to  undertake  some 
particular  form  of  Americanization  service. 

THE  UNIVERSITY  OF  MIN^XESOTA 

THE  SPIRIT  OF  AMERICANIZATION 

By  Albert  Ernest  Jenks,  Director,  Americanization  Training 
Courses,  University  of  Minnesota 
THE  SPIRIT  OF  AMERICANIZATION 

Our  generation  of  Americans,  like  each  of  our  ancestral  genera- 
tions has,  as  a  duty  paramount  of  all  others,  to  pass  on  to  its  sons 
a  nation  at  least  as  fit  and  as  virile  physically,  mentally,  and 
morally  as  the  nation  of  our  fathers.  Today  the  great  awakening 
toward  this  end  centers  about  the  term  ''Americanization  ".  The 
primary  object  of  the  movement  is  that  the  American  nation  may 
survive.  The  demand  for  Americanization  is  an  instinct  with  all 
normal  Americans  who  have  at  heait  the  survival  of  our  nation. 
That  is  the  reason  it  has  swept  the  land.  The  survival  instinct 
requires  no  thought,  but  only  emotion.  So  it  is  that  many  per- 
sons are  found  enthusiastic  about  Americanization  who  have 
given  little  thought  to  its  real  meaning  or  spirit. 

The  world's  historical  efforts  at  nationalization  have  had  one 
of  three  results : 

They  have  had  the  driving  force  of  prophecy,  as  in  America 
at  her  best  periods,  when  it  would  almost  seem  that  the  nation 
possessed  superhuman  qualities  for  widespread  betterment. 

They  have  had  the  deadening  force  of  hopelessness  when  the 
morale  of  a  controlled  people  is  broken  by  the  irresistible,  unsym- 
pathetic, and  heedless  nationalizing  forces  of  the  factors  in  control. 

They  have  had  the  inflammable  effect  of  lawless  and  indiscrim- 
inate destruction,  or  of  more  ordered  revolution  when  spirited 
men  in  desperation  lose  faith  in  the  moral  pui-pose  and  the  integ- 
rity of  those  controlling  the  nation  and  shaping  its  policies. 


Minnesota  3746 

^^  hether  America's  present  nation-wide  effort  at  nationalization 
is  to  result  in  the  most  desirable  dynamic  drive  for  betterment,  or 
whether  it  is  to  result  in  the  deadening  inaction  of  hopelessness, 
or  is  to  result  in  lawlessness  and  destruction  depends  on  the  spirit 
in  which  it  is  carried  out. 

Our  nation  has  just  now  need  for  wise  leadership  to  guide  its 
surging  instinct  for  survival.  On  what  shall  we  survive,  and  by 
w^hat  means?  On  the  lowest  plane  of  sui-vival  effort  a  nation 
sees  blood.  On  that  plane  most  of  the  civilized  nations  of  the 
world  have  been  for  the  past  few  years.  It  is  so  low  a  plane  of 
survival  that  no  man,  not  even  professional  militarists,  desire  it 
to  become  normal  and  continue  without  cessation.  It  is  the  sur- 
vival instinct  run  mad,  and  if  not  checked,  will  defeat  its  o^\ti 
object  by  destroying  all  combatants,  or  by  leaving  the  survivors 
more  imperialistic  and  brutal  than  before.  Even  the  most  lowly 
and  bestial  groups  of  primitive  man  have  long  periods  of  peace, 
and  even  friendly  intercourse,  with  their  historic  enemies. 

On  the  highest  plane  the  survival  instinct  will  be  guided  by 
reason  founded  on  scientific  knowledge,  and  humanized  by  the 
spiritual  conception  that  mankind,  no  matter  what  its  race, 
rel'p-ion.  or  education,  in  normal  moments  responds  to  intelligent 
good  will. 

Todav  an  increasing  number  of  Americans  are  intellisentlv 
striving  so  as  to  understand  the  Americanization  problem  and  so 
to  shape  public  opinion  that  we  may  survive  on  this  plane  of  high 
conception  just  suggested. 

"A  nation,"  says  the  Century  Dictionary,  "  is  an  aggregation  of 
persons  of  the  same  ethnic  family  and  speaking  the  same  language 
or  cognate  languages." 

This  definition  does  not  fit  America  today.  We  are  no  longer 
men  of  one  race.  ISTo  longer  even  are  we  a  people  from  the  north 
of  Europe,  who  thought  Teuton  or  Celt  —  or  that  combination  of 
those  two  historically  called  "Anglo-Saxon," —  everywhere  pos- 
sesses an  inherent  desire  for  ordered  and  organized  society  stabil- 
ized  by  laws  and  constituted  authority.  ^Vliile  once  our  nation  was 
largely  one  people  with  one  tongue  united  by  a  "  community  of 
memories  and  of  hopes,"  we  are  today  so  largely  an  immigrant 
nation  that  we  are  broken  bv  communities  of  diverse  memories. 

We  can  never  again  possess  a  single  and  united  community  of 
memories  until  three  full  generations  after  indiscriminate  immi- 

117 


3746  Citizenship  Training  in  Other  States 

gration  ceases.  Memories  of  foreign  fatherlands  held  by  our 
immigrants,  and  memories  of  old  world  racial  emotions  passed  on 
to  children  in  America  by  their  parents,  and  even  to  grandchildren 
by  their  grandparents,  require  three  generations  of  American  birth 
for  their  natural  eradication. 

Racial  memories  stir  up  deep-seated  racial  emotions,  no  matter 
how  long  slumbering.  America  need  hope  little  to  modify  those 
emotionalisms  of  her  newer  peoples  which  arise  from  their  old 
w^orld  memories.  And  her  profit  is  not  long  assured  if  she  stirs  up 
in  America  those  emotionalisms  of  our  newer  peoples  centered  in 
the  memories  of  European  enemies.  Those  who  advocate  such  a 
policy  are  ill-advised.  Those  who  follow  it  will  jeopardize  the 
safety  within  our  borders.  Nothins'  is  surer  in  Americanization 
work  than  that  the  racial  memories  coming  to  us  from  the  fears 
and  hatreds  of  the  old  world  should  die  a  natural  death  as  quickly 
as  possible.  To  keep  them  alive  is  foolish.  To  do  so  deliberately 
is  as  reckless  as  to  pass  firebrands  to  fire  fiends  in  the  neighborhood 
of  one's  own  unguarded  buildings. 

The  task  of  Americanization  must  deal  largely  with  the  realiza- 
tion of  the  community  of  democratic  hopes  held  in  America, 
whether  by  old-line  Americans  or  newer  Americans.  With  the 
memories  of  our  newer  peoples  it  need  not  greatly  concern  itself, 
because  those  harmful  will  die  if  ignored,  those  worthy  will  sur- 
vive and  will  in  time  be  built  into  that  community  of  memories 
truly  American. 

Our  national  ideal  standards  are  the  embodiment  of  the  highest 
hopes  of  our  nation.  Americanization  means,  then,  the  bringing 
into  one  accord  of  all  the  peoples  of  the  United  States  toward 
these  national  ideal  standards.  Our  peoples  are  in  three  groups 
so  far  as  Americanization  education  is  concerned;  (a)  the  edu- 
cated old-line  citizen;  (b)  the  immigrant  racial  groups;  (c)  the 
illiterates,  both  native  and  foreign-born. 

For  education  old-line  citizens  Americanization  means  the 
purposeful  continuous  squaring  of  our  private  and  public  practices 
with  our  ideals  in  all  fundamental  relationships  of  life.  It  means 
not  just  fair-play  talk,  but  actual  fair-play  practice.  To  this  group 
belongs  the  function  of  conserving  those  things  most  worthy  and 
characteristic  of  America.  It  must  standardize  America  and  all 
we  mean,  and  ceaselessly  endeavor  so  to  represent  and  exemplify 
our  best  standards  that  our  newer  peoples  will  be  assimilated 
towind  those  standards. 


Ml]S^i\E80TA  3747 

For  the  immigrants  Americanization  means  an  intelligent 
understanding  of  our  national  ideals,  standards,  and  a  definite 
desire  to  approximate  as  nearly  as  may  be  their  realization  by 
means  of  legal  practices  and  authorized  institutions.  It  will  often 
be  found  that  this  group  acts  ns  a  whip  when  our  practices  lag 
behind  our  ideals.  We  of  the  dld-line  group  will  often  be  blind 
to  many  of  those  inconsistencies  of  American  practices  which 
strike  the  open  eyes  of  the  new  American  with  the  freshness  of 
discovery,  and  frequently  with  the  disappointment  of  disillusion. 

For  the  native  and  foreign-borri  illiterates  Americanization 
means,  as  a  first  step  to  any  understanding  of  America,  an  oppor- 
tunity for  at  least  an  elementary  education  comparable  to  that 
in  our  public  schools  through  the  third  grade. 

The  American  community  from  the  earliest  infancy  of  our 
colonial  existence  has  recognized  the  educational  obligation  it  has 
ow^ed  its  3'outh.  It  has  not,  except  in  a  few  isolated  cases, 
recognized  that  it  owed  a  similar  debt  to  its  adult  residents.  But 
since  education  is  to  develop  an  enlightened  citizenry  that  it  may 
conduct  the  affairs  of  its  government  and  other  interests  with 
greatest  wisdom,  it  certainly  must  educate  its  adults  who  already 
possess  the  ballot,  and  who.  under  conditions  so  far  maintaining, 
at  times  use  the  ballot  with  far-reaching  disastrous  results.  We 
may  justly  be  accused  of  having  thrust  the  ballot  blindly  into  the 
hands  of  illiterate  and  un-Americanized  adults,  while  we  safe- 
guard it  in  the  hands  of  our  own  educated  American  sons  and 
daughters. 

The  object  of  this  three-fold  Americanization  of  our  peoples  is 
the  survival  of  our  nation  as  a  political  and  geographic  entity; 
but  since  we  strive  to  creat©  an  American  community  of  hopes 
we  must  deliberately  plan  to  build  a  nation  conceived  in  ideal 
terms  and  functioning  dynamically  toward  the  highest  spiritual 
values  which  the  men  of  greatest  brain  and  heart  in  each  succeed- 
ing generation  can  conceive  and  determine  as  practicable  for  our 
citizens  to  realize. 

This  Americanization  education  must  be  conceived  and  carried 
out  in  the  true  American  spirit.  We  know  this  to  be  the  spirit 
of  fair  play,  of  equality,  of  justice  —  the  spirit  which  grants  all 
citizens  an  open  v/ay  to  deserve  and  receive  in  common  the  fullest 
human  brotherhood  in  the  things  of  mind  and  heart. 

With  this  Americanization  of  our  people,  there  should  occur, 
both  as  cause  and  result,  the  Americanization  of  our  institutions- - 
political,  economic,  religious,  and  social. 


3748  Citizenship  Training  in  Other  States 

1  am  aware  that  I  am  here  presenting  no  small  program  of 
action.  I  should  like  to  have  those  who  talk  of  Americanization 
realize  that  they  are  talking  of  something  terribly  real,  not  some- 
thing that  has  to  do  simply  with  teaching  English  to  foreigners, 
or  of  naturalization  of  foreigTiers,  but  of  something  that  goes  to 
the  very  heart  of  every  individual  and  every  institution  in  the 
United  States  to  the  dividing  line  between  pretence  and  reality. 
Are  we  democrats  or  are  we  pretenders  ?  Do  we  use  fine  sounding 
words,  or  have  we  behind  our  words  ideas  of  their  real  meaning  ? 
In  other  words,  are  our  institutions  alwavs  a'enuinelv  democratic  ? 

Last  winter  I  went  down  where  the  pople  live  in  ISTew  York 
City.  There  was  with  me  a  man  of  education  and  vision  who  had 
lived  there  with  the  people  more  than  three  years.  As  we  came  out 
from  the  tenement  houses  with  our  minds  full  of  the  indescribable 
conditions  we  had  seen  there,  he  said  to  me  with  an  earnestness 
which  I  cannot  convey  to  you,  and  with  a  half-veiled  scorn,  "  It 
will  take  more  than  teaching  English  to  touch  this  situation  down 
heie."  The  trouble  there  was  that  our  economic  and  social  insti- 
tutions were  patently  undemocratic. 

Those  of  us  who  are  persistently  earnest  in  this  matter  will  have 
the  unique  experience  of  going  out  to  Americanize  the  foreigner, 
and  finding  that  our  own  hearts  have  changed,  finding  that  we 
have  become  newly  alert  to  the  varied  peoples  about  us,  and  to  the 
great  underlying  ideals  of  the  American  nation,  that  it  is  after 
all  we,  ourselves,  who  have  become  Americanized.  And  when  we 
have  a  sufficient  number  of  people  thus  Americanized,  we  will  not 
only  eagerly  turn  to  Americanizing  our  institutions,  but  we  v/ill 
be  willing  to  Americanize  our  energies — mechanical,  physical, 
intellectual,  spiritual  —  so  that  these  energies  will  be  the  ready 
tools  of  our  intelligent  desires,  and.  may  be  economically  and  most 
quickly  brought  to  bear  at  any  place  at  any  time  to  do  the  nation's 
will.  Then  we  shall  be  far  on  the  way  toward  having  the  great 
Americanization  problem  solved.  Americanization  demands  an 
aroused  consciousness  that  will  not  rest  until  in  America  we  have 
an  approximate  realization  of  all  the  national  democratic  hopes 
of  all  our  people  rather  than  of  a  few. 

What  then  must  be  the  spirit  of  Americanization  to  accomplish 
this  desired  national  end  —  this  end  which  seems  to  be  the  nation's 
destiny?  It  must  be  and  is  very  simple.  It  is  the  true  spirit  of 
democracy ;  the  spirit  of  fair  play  which  endeavors  sympathetically 
to  meet  the  people  of  whatever  birth  or  nation  who  have  come  to 


Minnesota  3749 

America,  and  intelligently  understand  them  and  their  demo- 
cratic hopes;  the  spirit  of  equality  which  insists  on  equality  of 
opportunity  for  all  the  people  of  the  United  States  to  realize  their 
democratic  hopes ;  the  spirit  of  justice  which  refuses  to  be  at  ease 
Avhile  democracy  for  any  people  in  the  United  States  is  a  name 
only,  and  not  a  fact. 

Today  in  some  sections  America  is  swept  by  the  feeling  that  we 
can  Americanize  people  by  repressive  measures.  It  will  undoubt- 
edly be  neeessai-y  in  the  interest  of  American  reconstruction  to 
put  some  men  in  jail,  and  to  deport  others;  but  it  should  be 
clearly  understood  by  all  that  we  have  only  to  look  at  the  face  of 
history  in  Russia  with  her  Finns,  in  Germany  with  her  Poles,  in 
Austria  with  her  Serbs,  in  Great  Britain  with  her  Irish,  and  also 
in  Korea  under  Japan,  to  know  that  men  have  never  been  national- 
ized at  heart  by  jails,  deportations,  exilings  or  repressive  laws. 
Sullen  submission,  hate,  and  revolution  come  from  this  process, — 
love  of  country  and  loyalty,  never.  Just  so  far  as  our  spirit  of 
Americanization  compels  the  people  to  think  in  terms  of  the 
oppression  of  lang-uage,  or  of  other  forms  of  ra^cial  persecution  by 
European  governments  from  which  they  fled  to  come  to  free 
America,  just  so  far  will  it  fail  in  its  purpose. 

Just  so  far  as  our  spirit  of  Americanization  meets  the  people 
with  fair  play,  with  the  endeavor  sjonpathetically  to  imderstand 
the  differing  points  of  view  of  whatever  race  or  class,  and  with 
justice  —  in  short  with  the  brotherhood  which  our  democratic 
ideals  have  led  them  to  expect  here —  just  so  far  will  it  succeed. 

If  Americanization  is  carried  on  in  this  true  Ameiican  spirit,  it 
will  be  inspirational,  and  will  allow  all  men  sufficiently  educated 
to  realize  that  in  America  it  is  desirable  and  possible  to  American- 
ize all  our  peoples,  our  institutions  and  our  energies  by  the  proc- 
ess of  evolution.  By  such  realization  men  so  equipped  will  find 
themselves  inspired  to  do  their  best. 

As  our  Government  is  "  we,  the  people,"  the  obligation  for 
this  right  spirit  morally  settles  on  the  shoulders  of  each  American 
citizen.  Because  of  the  diverse  nature  of  the  Americanization 
problem  centered  in  practically  each  little  neighborhood  in  our 
land,  and  because  of  its  enormity  both  relatively  and  absolutely, 
the  obligation  falls  on  each  gi-oup  of  our  poople,  political,  eco- 
nomic, social,  and  religious,  which  can  do  constnictive  work 
toward  the  desired  end.  So  the  nation,  state,  county,  city,  and 
existing  natural  minor  neighborhoorl,   having  preponderant  com- 


3750  Citizenship  Training  in  Other  States 

moil  interests  of  whatever  beneficial  sort^  must  organize  to  finance, 
man,  and  equip  itself  to  bear  its  full  fair  share  in  the  undertak- 
ing. When  so  acting  as  a  nation  our  accomplishments  toward 
wholesale  betterment  will  be  likely  to  surpass  the  expectations  of 
all  except  the  most  gifted  few. 

To  sum  up,  then,  the  great  American  movement  toward  national 
survival  called  ''Americanization  "  should  be  carried  out  in  the 
true  American  spirit  of  fair  play,  equality,  and  justice.  This 
must  be  the  spirit  dominating  our  public  opinion.  This  must  be 
the  spirit  which  the  school,  pulpit,  platform,  and  press  put  over 
when  they  make  that  public  opinion.  Primarily  must  this  be  the 
spirit  of  the  press,  because  though  there  may  once  have  been  a 
question  as  to  what  factor  is  the  most  important  in  making  public 
opinion  in  America,  today  there  is  no  room  for  question.  The 
press  is  far  and  away  the  greatest  factor  in  making  American 
public  opinion. 

A  sincere  people  and  a  sincere  press  with  a  true  American  spirit 
united  on  the  paramount  issue  of  our  national  hopes,  unmindful 
of  selfish  interests,  can  avert  any  handwriting  on  the  wall.  But 
if  we  proceed  in  a  spirit  of  hate  and  of  wilful  or  even  careless 
misunderstanding,  and  of  unjustified  oppression,  we  have  only  to 
look  at  history  to  see  the  results  of  that  fateful  spirit. 

If  we  of  today  are  able  and  serious  men,  we  will  strive  not  only 
to  pass  our  nation  on  to  our  sons  as  fit  as  we  received  it  from  our 
fathers,  but  we  will  strive  mightily  to  pass  it  on  better  than  we 
received  it,  and  so  be  worthy  of  our  children's  esteem.  I  believe  it 
a  part  of  cosmic  evolution  that  normal  men  should  so  strive.  From 
this  feeling  has  sprung  the  great  Americanization  movement.  If 
it  is  carried  on  in  the  right  spirit,  it  is  the  most  hopeful  sign  of  the 
times. 

You  Americanization  leaders  are  the  apostles  of  this  spirit  m 
this  day,  I  hope  you  will  go  from  here  burdened  individually  with 
the  necessity  of  spreading  this  spirit  about  you  and  so  help  it  to 
become  commanding  public  opinion.  Only  when  dominated  by 
this  spirit  can  the  American  nation  fulfill  the  hope  which  has 
lured  so  many  eager  millions  from  the  old  world  to  the  new,  demo- 
cratic hope  which  has  turned  the  eyes  of  the  world  upon  America 
today,  the  hope  of  mankind  that  the  government  of  the  people 
shall  not  perish  from  the  earth. 


Minnesota  3751 

THE  UNIVERSITY  OF  MINNESOTA 

THE  GOAL  OF  AMERICANIZATION  TRAINING 

In  view  of  the  commonly  recognized  need  for  adequately 
trained  Americanization  workers,  the  University  of  Minnesota 
has  established  an  Americanization  Training  course,  the  object  of 
which  will  be  to  aiford  fundamental,  scientitic,  and  practical  train- 
ing for  men  and  women  who  wish  to  engage  in  any  phase  of  the 
important  and  developing  work  of  Americanization, 

Perhaps  the  value  of  this  specialized  Americanization  training 
may  be  best  summed  up  if  we  state  the  gains  to  be  aimed  at  for  the 
individual  most  concerned,  namely,  the  immigi-ant : 

First  The  most  important  thing  the  immigrant  should  get 
from  the  trained  Americanization  worker  is  the  certainty  that  the 
worker  stands  for  the  best  forces  in  America  reaching  out  in  a 
democratic  way  to  help  him  in  his  difficult  problems  of  new  world 
adjustment.  Too  often  the  immigrant  is  the  prey  of  the  evil 
forces  in  America.  The  trained  Americanzation  worker  should 
stand  to  him  for  all  the  good  America  has  to  offer. 

Second.  The  immigrant  should  feel  the  certainty  that  the 
worker  understands  him  and  his  racial  group;  that  he  knows  their 
peculiar  strengths  and  weaknesses;  that  he  knows  the  poliiical, 
industrial,  and  social  conditions  under  which  they  lived  in  their 
home  country,  why  they  came  to  America,  the  conditions  in  which 
they  find  themselves  in  America;  that  he  realizes  their  problems 
here,  their  causes  of  discontent,  and  what  they  need  in  order  to 
fit  themselves  happily  and  successfully  into  the  complex  life  of 
America. 

Third.  The  immigrant  from  any  one  of  the  sixty  odd  racial 
groups  represented  in  America  should  get  from  the  trained  worker 
the  special  educational,  industrial,  political,  or  other  guidance 
which  he  needs  to  adjust  himself  to  American  life ;  the  needs  will 
vary  with  each  group. 

Fourth.  The  immigrant  should  acquire  the  langTiage  of 
America  so  far  as  he  is  a])le.  But  it  must  be  remembered  that 
many  immigrants  are  too  old  or  too  much  occupied  with  earning  a 
living  to  learn  the  language  of  America  well  enough  to  have  it 
become  the  language  in  which  they  think,  and  that  for  some  time 
wise  use  must  be  made  in  Americanization  work  of  the  foreign 
tongue  and  the  foreign  press. 

Fifth.  The  immigrant  should  get  a  realization  of  the  real 
meaning  of  America,  of  the  ideals  of  her  founders,  of  her  tradi- 


3752  Citizenship  Training  in  Other  States 

tions,  of  her  standards,  of  her  institutions,  and  of  her  hopes.  He 
should  get  sane  ideas  of  social  and  economic  adjustmients  which 
are  truly  democratic,  and  of  the  best  ways  for  him  to  help  in  these 
adjustments. 

Sixth.  The  immigrant  should  get  from  the  worker  encourage- 
ment to  put  into  America  all  the  talents,  crafts,  and  ideals  for  good 
which  he  brings  with  him,  to  develop  them  in  harmony  with  the 
best  ideals  of  America,  and  so  make  his  contribution  to  enduring 
American  culture.  He  should  be  led  to  prize  the  things  which 
are  his  own  which  make  for  good  in  America.  On  the  other  hand, 
he  should  get  clearly  a  realization  that  his  practices  and  character- 
istics whch  are  weaknesses  in  America  should  be  done  away  with 
as  quickly  and  as  completely  as  possible. 

Seventh.  The  immigrant  should  get  such  a  sympathetic  under- 
standing of  the  other  foreign  peoples  in  America  that  old  world 
prejudices  will  tend  to  die,  and  confidence  will  be  established 
among  all  groups  here  so  that  they  may  have  fair  and  square  deal- 
ing with  one  another. 

Eighth.  The  immigrant  should  get  from  the  Americanization 
worker  the  definite  feeling  that  the  worker  stands  in  a  real  sense  as 
an  advocate  of  the  immigrant  against  race  discriminations  and 
unjust  treatment.  It  is  true  that  as  Americans  our  practices  too 
often  lag  behind  our  democratic  ideals,  but  a  just  and  intelligent 
interpretation  of  America  to  the  immigrant,  and  of  the  immigrant 
to  the  quick  sense  of  fair  play  of  the  American,  will  do  much  to 
bring  about  a  sense  of  justice  and  real  democracy  toward  the  for- 
eigner which  is  the  foundation  of  all  true  Americanization. 

Ninth.  Finally,  the  immigrant  should  get  as  a  result  of  the 
entire  effort  of  the  trained  Americanization  worker  such  a  funda- 
mental and  sympathetic  understanding  of  America  that  he  will 
necessarily  develop  a  love  and  loyalty  for  our  country,  a  desire  to 
remain  here,  to  become  an  American  citizen,  and  to  bear  all  the 
citi/.cnsliip  burdens  of  the  nation  in  its  continuous  reconstruction 
toward  a  better  realization  of  its  democratic  ideals. 

Albert  Ernest  Jenks,  Director. 


Minnesota  3753 

The  ITniversity  of  Minnesota 
AMERICANIZATION  TRAINING  COI'RSE 

(first   summer   session,   JUNE   23    TO   AUGUST   2,    1919) 

THE  NEWCOMER'S  DILEMMA 

He  can  find  no  one  to  make  him  see  the  greater  America.  The  whole  o'f  this 
continent  is  to  him  the  cramped  apartment,  the  dirty  street,  and  the  sweat- 
shop or  factory.  To  the  sweep  of  the  great  land  and  its  many  beaconings  his 
eyes  are  closed.  And  in  his  isolation  and  ignorance  and  disappointment  there 
is  fruitful  nesting  place  for  all  the  hurtful  microbes  that  attack  society. 

This  man  is  our  charge.  He  needs  and  deserves  care,  solicitude,  thoughtful 
consideration.  Ignobly  put  —  it  will  pay.  More  manfully  said  —  it  is  our 
duty.  Worthily  —  it  is  our  opportunity. —  Franklin  K.  Lane,  Secretary  of 
the  Interior. 

Need  of  Ameeicanization  Work 
The  Annual  Report  for  1918  of  the  Secretary  of  the  Interior 
furnishes  convincing  proof  that  America  today  has  come  to  realize 
that  her  most  vital  internal  problem  is  the  Americanization  and 
assimilation  of  the  foreigner  in  our  midst. 

"  What  should  be  said,"  says  Secretary  Lane,  "  of  a  world- 
leading  democracy  wherein  10  per  cent,  of  the  adult  population 
cannot  read  the  laws  they  ate  presumed  to  know  ?  " 

Illiteracy 

According  to  the  Department  of  the  Interior  there  are  more 
than  8,500,000  people  over  ten  years  of  age  in  the  United  States 
who  cannot  speak,  read,  or  write  our  language.  There  are  more 
people  in  the  United  States  who  can  not  read  or  understand  our 
language  than  Canada's  whole  population. 

Of  the  2,000,000  men  in  the  first  war  draft,  200,000  could  not 
read  their  orders,  or  understand  them  when  delivered,  or  read  the 
letters  they  received.  Appalling  as  this  percent  is,  there  are  those 
competent  to  know  who  conclude  that  even  this  10  per  cent,  tells  less 
than  one-half  the  story  of  actual  present-day  illiteracy,  so  far  as  a 
usable  reading  and  writing  knov/ledge  of  our  language  is 
concerned. 

This  ignorance  of  our  language  is  at  a  great  cost  of  human  life. 
Non-English-speaking  races  in  our  mining  regions  are  twice  as 
liable  to  death  and  injury  as  the  English-speaking  workers.  A 
large  Illinois  steel  plant  says  that  80  per  cent,  of  its  accidents  are 
among  the  34  per  cent,  of  its  employees  who  are  foreigners.  In  an 
Ohio  plant  90  per  cent,  of  its  employees  cannot  read  a  rule-book 


3754  CiTizEJN'siiir  Tkaining  in   Otjikj^  States 

in  anv  language;  90  per  cent,  of  its  accidents  are  among  these 
illiterates.  The  Ford  Motor  Company  says  that  "  accidents  in  the 
plant  have  decreased  54  per  cent,  as  employees  are  able  to  read 
factory  notices  and  understand  instructions." 

JSTATURALIZATIOlSr 

One-third  of  our  imniicrants  not  onlv  do  not  become  American 
citizens,  but  return  to  Europe  to  stay.  Of  foreign-born  wage 
earners  (in  this  country  five  years  or  more)  v/ho  were  of  adult  age 
on  aiTival,  only  31  per  cent,  are  naturalized. 

The  per  cent,  of  those  acquiring  citizenship  among  some  of  our 
most  important  imimigrant  race  is  as  follow^s:  Greek  3.7,  Portu- 
guese 5.3,  Russian  8.3,  Ruthenian  14.7,  Slovak  17.1,  South  Ital- 
ian 18.1,  Croatian  19.4,  English  65.0,  German  65.4,  Scotch  6.85, 
Dutch  77.8,  Irish  79.1,  Welsh  84.0,  Swede  84.9. 

Good  Citizenship 
An  un-Americanized  mother  and  father  cannot  be  expected  to 
develop  "  good  citizens  "  for  America.  In  the  North  Atlantic 
States,  where  the  bulk  of  our  immigration  settles,  the  American- 
bom  sons  of  immigrant  parents  furnish  three  and  one-half  times 
as  many  criminals  as  the  native  element.  Foreign  parents  ignor- 
ant and  bewildered  in  the  new  life  need  guidance  and  education, 
not  only  that  they  may  themselves  be  good  citizens,  but  that  they 
may  better  train  their  children  to  good  citizenship. 

The  N^eed  of  Trained  Americanization  Leaders 

Thus  confronted  by  its  problems  of  adult  illiteracy  and  the  need 
of  Americanization  work,  America  has  also  come  to  realize  that  the 
direction  of  Americanization  work,  and  a  large  part  of  the  work 
itself,  must  be  done  by  men  and  women  trained  for  the  job. 

Leaders  have  followers.  The  un-Amoricanized  immigrant  is  of 
necessity  a  follower.  The  safest  leader  for  him  is  a  trained 
■worker  — 

Who  thoroughly  understands  each  racial  group  of  immigrants, 

Who  can  convey  the  meaning  of  America's  standards,  institu- 
tions and  hopes, 

Who  will  encourage  the  immigrant  to  put  into  America  all  his 
talents,  crafts  and  ideals  for  good. 

Who  will  acquaint  the  foreign  groups  with  one  another,  so  that 
their  old  w^orld  prejudices,  fears  and  hates  will  tend  to  disappear. 


Minnesota  3755 

Who  will  be  an  advocate  of  the  immigTant  against  unfair  treat- 
ment, 

Who  will  so  interpret  to  the  immigrant  our  best  ideals  that  the 
immigrant  will  wish  to  learn  our  language,  to  remain  in  America, 
to  become  an  American  citizen  and  an  intelligent,  sympathetic 
partner  for  ceaseless  betterment  in  all  our  community,  state  and 
national  reconstruction. 

In  view  of  the  call  from  all  parts  of  the  country  for  adequately 
trained  Americanization  leaders,  the  University  of  Minnesota  has 
established  an  Americanization  Training  Course,  the  object  of 
which  is  to  afford  fundamental,  scientific,  and  practical  training 
for  men  and  women  vv-ho  wish  to  engage  in  any  phase  of  the 
important  and  developing  work  of  Americanization. 

During  the  Summer  Sesion  of  1919,  from  June  23  to  August  2, 
courses  will  be  offered  to  regular  University  students,  and  shorter 
courses  will  be  given  to  meet  the  needs  of  special  students.  In 
these  courses  workers  or  teachers  of  experience  may  secure  the 
knowledge  and  practical  training  needed  to  meet  particular  phases 
of  Americanization  work.  Special  courses  are  also  offered  for 
volunteers  who  desire  to  undertake  local  Americanization  service. 

CouESEs,  Offered 

General  Immigration.  Survey  of  recent  world  migrations. 
Chief  causes  of  emigration  from  old  nests,  and  of  immigration  to 
the  United  States,  together  with  federal  and  state  problems  of 
immigrant  legislation,  control,  and  distribution.  Melvin  (June 
23  toAug-ust  2.) 

I'he  Newer  Immigrants.  Characteristics  and  contributions  of 
the  newer  immigrant  peoples  in  America,  their  modification  and 
importance  to  us.     Jenks  (June  23  to  August  2.) 

Methods  of  American izatioti.  Practical  methods  of  Americani- 
zation in  use  in  the  United  States,  together  with  facts  and  condi- 
tions of  their  success  and  failure.  Jenks,  Clark,  Junek  (June 
23  to  August  2.) 

Aliens'  Viewpoint.     Special  lectures  by  race  leaders. 

Supervised  Practical  Americanization  Work.  Laboratory  work 
among  foreign  peoples  in  our  vicinity.  Hours  and  credits 
arranged.     Clark,  Junek  (June  23  to  Augaist  2.) 

Race  Leaders  and  Programs.  Studies  of  racial  or  national 
leaders.  Preparation  of  programs,  in  English,  from  a  racial  data 
as  means  of  mutual  understanding  between  Americans  and  various 
racial  groups  in  America.     Clark  (June  23  to  August  2.) 


3756  Citizenship  Training  in  Othee  States 

Mining-Town  Americanizaiion.  Problems,  methods,  and  results 
of  a  successful  mining-town  Americanization  work.  Dow  (July 
14  to  Ausnst  2. ) 

State  Arnericanization.  Plans,  methods,  and  results  of  Ameri- 
canization by  the  State  of  California.  Nicholson  (June  23  to 
August  2.) 

County  and  City  Americanization  Under  Board  of  Education. 
Plans,  methods,  and  results  of  Americanization  by  St.  Louis 
County,  Minnesota,  and  by  Akron,  Ohio.  Young,  Wiles  (June 
23  to  July  12.) 

Technique  of  Teaching  Adults.    Wiles  (June  30  to  July  12). 

General  Anthropology.  Theories,  facts,  and  factors  in  the  origin 
of  man  and  human  races.  Early  world  migi-ations.  Cultural 
origins  and  early  development.    Melvin.  (June  23  to  August  2.) 

Amercanisms.  ^'  The  Meaning  of  America."  Essential  and 
unique  historical  Americanisms,  and  their  value  and  virility  for 
the  future  in  America.     Jenhs.     (June  23  to  August  2.) 

Fees 
The  following  fees  are  required  of  each  student : 
Registration  $5;  tuition  $2  per  credit  hour;   and  health  $1, 

which  entitles  the   student  to   free  medical   service   during   the 

Summer  Session. 

Faculty 

Jenks,  Albert  Ernest  (Ph.D.),  Professor  of  Anthropology,  and 
Director  of  the  Americanization  Training  Course,  Universitv  of 
Minnesota. 

Junek,  Oscar  Waldemar  (Ph.D.),  Assistant  Professor  of 
Americanization,  Expert  in  Industrial  Americanization  work. 
Department  of  Anthropolog}^',  University  of  Minnesota, 

Clark,  Bertha  W.  (M.  A.),  Instructor  of  Americanization 
Training,  Expert  in  Home  Americanization  work,  Department  of 
Anthropology',  University  of  ^linnesota. 

Melvin,  Bruce  Lee  (M.A.),  Assistant,  Department  of  Anthro- 
pology, University  of  Minnesota. 

Dow,  Harriet,  Experienced  field  worker  and  teacher  of  Ameri- 
canization, Yorkville  ISTeighborhood  Association,  New  York  City. 

Nicholson,  Anne  M.  (Ph.D.),  Director  of  Evening  Schools  for 
Foreigners,  San  Francisco,  California. 

Wiles,  Ernest  P.  (M.A.),  Director  of  Americanization  Schools, 
and  Assistant  Superintendent  of  Public  Schools,  Akron.  Ohio. 


Minnesota  3757 

Young,  N.  A.  Superintendent  of  Schools,  St.  Louis  County, 
Minnesota. 

Opportunities  foe  Peacticax  Training 

Minnesota  has  a  lai-ger  per  cent  of  foreigners  than  any  other 
state.  At  least  forty-seven  distinctive  groups  of  foreign  peoples 
are  here.  The  leaders  of  many  of  these  groups  are  our  personal 
friends,  and  are  co-operating  in  an  organized  way  with  our  Ameri- 
canization Training  Course. 

Such  conditions  make  possible  first-hand  acquaintance,  under 
expert  supervision,  with  many  aspects  of  Americanization  work. 

During  the  Summer  Session  practical  Americanization  work 
among  foreigners  will  be  carried  on  in  at  least  four  of  the  Minne- 
apolis public  school  buildings,  in  certain  industrial  plants,  in 
churches  and  community  buildings  and  in  foreign  homes. 

Ten  years  ago  we  first  mapped  Minneapolis,  showing  racial 
residential  districts.  These  residential  districts,  foreign  churches, 
and  other  racial  organizations,  racial  programs,  etc.,  are  open 
to  our  trained  Americanization  leaders  who  know  and  under- 
stand sympathetically  our  newest  candidates  for  American  citizen- 
ship. Racial  leaders  will  present  the  point  of  view  of  their 
respective  races  in  present-day  American  problems,  thus  affording 
our  students  an  invaluable  contact  and  racial  reaction. 

Because  of  the  healthful  and  rural  conditions  of  Minnesota, 
largely  lacking  in  the  burdensome  problems  so  intimately  asso- 
ciated with  confjestion  and  immobilitv,  Americanization  work 
and  training  can  nowhere  be  pursued  in  a  more  hopeful  or  prom- 
ising atmosphere. 

Look  over  the  "  Courses  Offered,"  noting  the  scope  and  practical 
value  of  the  opportunity  for  knowledge  and  inspiration,  and  then 
make  your  plans  at  once  to  attend  the  first  Summer  Session  of  the 
Americanization  Training  Course  at  the  University  of  Minnesota, 
Minn.,  June  23  to  August  2,  1919. 

For  further  information  write  Dean  Lotus  D.  Coffman,  Direc- 
tor of  the  Summer  Session,  or  Professor  Albert  Ernest  Jenks, 
Director  of  the  Americanization  Trainino-  Course. 


CfHAPTER  XXn 

Mississippi 

J.  W.  Broom,  Assistant  Super mtenJent  of  Public  Education, 
Jackson.  Letter,  October  30,  1919.  Bulletin,  "  School  Laws 
of  the  State  of  Mississippi,  1918." 

1.     State  Legislation  —  Compulsion  for  Minors 

School  Laws.     Chapter  258,  Laws  of  1918.      (See  pp.  72-75.) 
AIST  ACT  to  compel  the  attendance  at  school  of  children  within 
certain  ages  in  the  State  of  Mississippi ;  to  fix  exceptions  to 
such  provisions;  to  provide  means  for  the  enforcement  of 
this  act ;  to  require  reports  from  private  or  parochial  schools ; 
to  make  it  unlawful  for  any  parent,  guardian  or  other  person 
occupying  the  place  of  parent  to  violate  the  provisions  of 
this  act. 
Section  1.  Be  it  enacted  by  the  Legislature  of  the  State  of  Mis- 
sissippi, That  on  and  after  the  first  day  of  September,  1918,  every 
pai'ent,  guardian  or  other  person  in  the  State  of  Mississippi  having 
control  or  charge  of  any  child  or  children  between  the  ages  of  seven 
and  fourteen  years,  inclusive,  shall  be  required  to  send  such  child 
or  children  to  a  public  school  or  to  a  private,  denominational  or 
parochial  school  taught  by  a  competent  instructor,  and  such  child  or 
children  shall  attend  school  for  at  least  sixty  days  during  each  and 
every  scholastic  year;  provided  that  the  county  school  board,  or  in 
case  of  a  separate  school  district,  the  board  of  trustees,  shall  have 
power  to  reduce  the  period  of  compulsory  attendance  to  not  less 
than  forty  days  for  any  individual  school ;  provided  further,  that 
the  period  of  compulsory  attendance  for  each  school  shall  com- 
mence at  the  beginning  of  the  school,  unless  otherwise  ordered  by 
the  county  school  board  or  by  the  board  of  trustees  of  a  separate 
school  district,  as  the  case  may  be. 

Section  2.  That  any  and  all  children  who  have  completed  the 
common  school  course  of  study  or  the  equivalent  thereof,  shall  be 
exempt  from  the  provisions  of  this  act,  and  in  case  there  be  no 
public  school  within  two  and  one-half  miles  by  the  nearest  traveled 
road  of  any  person  between  the  ages  of  seven  and  fourteen  years 
inclusive,  he  or  she  shall  not  be  subject  to  the  provisions  of  this 
act  unless  public  transportation  within  reasonable  walking 
distance  is  provided;  provided  further,  that  tlu^  tencher  of  any 
school  with  the  approval  of  the  trustees  of  the  school  shall  have  the 

[3758] 


Mississippi  375'J 

authority,  in  the  exercise  of  their  discretion,  to  permit  the  tempor- 
ary absence  of  children  from  the  school,  between  the  ages  of  seven 
and  fourteen,  inclusive,  in  extreme  cases  of  emergency  or  domestic 
necessity. 

Section  3.  That  any  and  all  children  who  are  physically  or 
mentally  incapacitated  for  the  work  of  the  school  are  exempt  from 
the  provisions  of  this  act,  but  the  school  authorities  shall  have  the 
right,  and  they  are  hereby  authorized,  when  such  exemption,  under 
the  provisions  of  this  act,  is  claimed  by  any  parent,  guardian  or 
other  person  having  control  O"*^  such  ckild  or  children,  to  require 
from  a  practicing  physician  a  properly  attested  certificate  that 
such  child  or  children  should  not  be  required  to  attend  school  on 
account  of  some  physical  or  mental  condition  which  renders  his 
attendance  impractical  or  inexpedient. 

Section  4.  That  in  case  where,  because  of  extreme  poverty,  the 
services  of  such  children  are  necessary  for  their  own  support,  or  the 
support  of  their  parents,  as  attested  by  an  affidavit  of  said  parents, 
the  teacher  shall,  with  the  consent  of  the  trustees,  spare  such 
child,  shall  show  before  an  officer  by  affidavit,  that  the  child  is 
without  necessary  books  and  clothing  for  attending  school  and  that 
he  is  unable  to  provide  them,  the  said  child  may  be  excused  from 
attendance,  until,  through  charity  or  other  means,  books  and  cloth- 
ing have  been  provided,  and  thereafter  the  child  shall  no  longer  be 
exempt  from  such  attendance. 

Section  5.  That  it  shall  be  the  duty  of  the  principal  teacher 
of  all  schools  to  report  t©  the  county  superintendent  all  cases  of 
non-enrollment  and  non-attendance  in  accord  with  section  1  of 
this  act.  In  all  cases  investigated  by  the  county  superintendent, 
where  no  valid  reason  for  non-enrollment  or  non-attendance  is 
found,  it  shall  be  the  duty  of  the  county  superintendent  to  give 
written  notice  to  the  parent,  guardian  or  other  person  having 
control  of  the  child,  which  notice  shall  require  the  attendance  of 
said  child  at  such  school  within  three  days  from  date  of  said 
notice. 

Section  6.  That  if  within  three  days  from  date  of  service  of 
such  notice,  the  parent,  guardian  or  other  person  having  control 
of  such  child,  does  not  comply  with  the  requirements,  the  county 
superintendent  may,  if  he  deem  it  necessary,  make  affidavit  against 
such  parent,  guardian  or  other  person  having  control  of  such  child, 
before  any  justice  of  the  peace,  mayor  or  police  justice  of  any  town 
or  city  as  the  case  maybe,  in  which  such  oftense  shall  be  committed, 


3760  Citize:xship  Training  in  Other  States 

which  court  is  hereby  clothed  with  jurisdiction  over  all  offenders 
with  full  power  to  hear  and  try  all  complaints,  and  on  conviction, 
punish  by  a  fine  of  not  less  than  one  dollar  ($1)  nor  more  than 
ten  dollars  ($10)  for  each  offense  and  enforce  their  collection. 

Section  7.  All  school  officers,  including  those  in  private,  denom- 
inational or  parochial  schools  in  this  state,  offering  instruction  to 
pupils  within  the  compulsory  attendance  ages,  are  hereby  required 
to  make  and  furnish  all  reports  that  may  be  required  by  the  state 
superintendent  of  education  and  by  the  county  superintendent 
of  education,  or  by  the  trustees  of  any  municipal  separate  school 
district,  with  reference  to  the  working  of  this  act.  Every 
teacher  employed  in  the  public  schools  of  the  State  of  Miss- 
issippi is  hereby  required  to  make  a  report  to  the  county  superin- 
tendent or  principal  of  a  municipal  separate  school  district  in 
which  he  may  be  employed,  showing  the  names  and  addresses  of 
all  pupils  who  have  been  truant  or  habitually  absent  from  school 
during  the  previous  month,  and  stating  the  reason  for  such  truancy 
or  habitual  absence,  if  known. 

Section  8.  That  in  case  any  pupil  has  become  habitually  truant 
or  a  menace  to  the  best  interests  of  the  school  which  he  is  attending, 
or  should  attend,  then  it  shall  be  the  duty  of  the  teacher  to  report 
such  fact  and  condition  to  the  parent,  guardian  or  other  person 
having  control  of  such  child,  who  shall  be  held  liable,  under  the 
provisions  of  this  act,  for  the  regular  attendance  and  good  conduct 
of  such  child,  unless  such  parent,  guardian  or  other  person  having 
control  of  such  child  shall  state  in  writing  to  the  teacher  that  he  or 
she  is  unable  to  control  such  child,  whereupon  said  teacher  shall 
proceed  against  such  incorrigible  pupils  as  a  disorderly  person 
before  a  court  of  competent  jurisdiction,  and  said  child  upon 
conviction  mav  be  sentenced  to  anv  custodial  institution  that  mav 
be  open  to  such  children.  If  there  be  no  available  institution, 
then  such  incorrigible  child  shall  be  expelled  from  school. 

Section  9.  That  in  order  that  the  provisions  of  this  act  may  be 
more  definitely  enforced,  the  county  superintendent  of  education 
shall,  not  later  than  ten  days  before  the  annual  compulsory  attend- 
ance tdrm,  furnish  to  each  principal  of  a  rural  school  and  to  the 
superintendent  or  principal  teacher  of  the  school  or  schools  in 
any  municipal  separate  district,  a  list  of  all  the  children  from  seven 
to  fourteen  years  of  age,  inclusive,  who  should  attend  the  school  or 
schools  under  the  charge  of  the  said  principal  teacher  of  the  rural 
school,   or  of  the   superintendent  or   principal   of  the  school  or 


Missrssirn  3701 

schools  in  any  municipal  separate  district,  as  the  case  may  he,  giv- 
ing the  name,  date  of  birth,  age,  race,  sex  and  estimated  distance 
from  the  schoolhouse  by  the  nearest  traveled  road,  the  name  and 
address  of  parents,  guardian  or  other  person  in  parental  relation- 
ship. 

Section  9  (a).  The  provisions  of  this  act  shall  not  be  appli- 
cable to  any  county  in  the  state,  unless  and  until  an  election  shall 
have  been  held  to  determine  v»^hether  or  not  the  people  of  said 
county,  or  of  any  supervisors'  district,  separate  school  district  or 
consolidated  school  district  shall  vote  to  come  in  under  same. 

Section  9  (b).  The  board  of  supervisors  of  any  county  shall, 
upon  petition  signed  by  20  per  cent,  of  the  qualified  electors  of 
said  county,  or  20  per  cent,  of  the  qualified  electors  of  a  super- 
visor's district,  or  by  20  per  cent,  of  the  qualified  electors  of  any 
separate  school  district,  or  by  20  per  cent,  of  the  qualified  electors 
of  any  consolidated  school  district  of  said  county,  order  an  elec- 
tion to  be  held  in  the  county  at  large,  or  in  a  separate  school 
district,  or  in  a  consolidated  school  district,  as  the  case  may  be, 
to  determine  the  will  of  the  people  as  to  whether  said  county  or 
separate  school  district,  or  consolidated  school  district  shall  come 
under  the  provisions  of  this  act.  In  the  event  a  majority  of  those 
voting  in  said  election  shall  vote  for  compulsory  school  attendance, 
then  the  provisions  of  this  act  shall  apply,  and  not  otherwise. 

Section  9'  (c).  Provided,  that  in  any  county,  or  supervisors' 
district,  or  consolidated  school  district,  or  separate  school  district 
where  a  special  election  shall  have  been  held  and  carried  in  favor 
of  the  provisions  of  this  act,  no  subsequent  election  on  the  subject 
of  compulsory  school  attendance  shall  be  held  within  four  scholas- 
tic years  after  the  date  of  such  election. 

Section  10.  That  this  act  take  effect  and  be  in  force  from  and 
after  September  1,  1918. 

2.     Letter  from  J.  W.  Broon,  Assistant  Superintendent  of  Public 
Education,  Jackson,  October  30,  1919: 

"  The  percentage  of  foreign-born  in  Mississippi  is  very 
small  indeed.  We  have  9,770  foreign-born  immigrants  in 
the  state.  These  are  scattered  throughout  the  state  in  such  a 
way  as  to  render  almost  impossible  the  organization  of  classes 
of  foreigners  only. 

"  I  am  thorouo-hlv  convinced  that  Americanization  should 
be  taught,  and  that  this  is  the  work  of  the  public  schools." 


3762  CiTizEA'siur  Training  in  Othek  States 

3.     Citizenship  Training  Through  Public  Schools 

School  Lcivys,  Chapter  110,  Laws  of  1916,  "Illiteracy  Com- 
mission". (See  pages  136,  137.) 
Section  Ji.922.  Hemingway's  Code.  Creating  a  state  illiteracy 
commission.  1.  There  is  hereby  created  a  commission  to  be 
known  as  ''  The  Mississippi  Illiteracy  Commission,"  which  shall 
be  composed  of  five  persons,  both  men  and  women,  including  the 
state  superintendent  of  education,  who  shall  be  ex  officio  a  member 
thereof.  The  commissioners  shall  be  appointed  by  the  state  super- 
intendent of  education  and  shall  be  selected  for  their  fitness,  ability 
and  experience  in  matters  of  education,  and  their  acquaintance 
with  the  conditions  of  illiteracy  in  the  State  of  Mississippi  and 
its  various  communities. 

Chap.  110,  Laws  1916. 

Section  Jf.923.  Hemingiuay's  Code.  Commission  made  a  body 
corporate  —  officers  of  same.  2.  That  the  members  of  the  commis- 
sion shall  be  and  are  hereby  constituted  a  body  corporate  with  all 
the  powers  necessary  to  carry  into  effect  all  the  purposes  of  this 
act.  The  commissioners,  after  their  appointment  and  qualifica- 
tions, shall  organize  by  electing  from  their  membership  a  president 
and  a  secretary-treasurer.  The  secretary-treasurer  shall  execute 
a  bond  to  the  State  of  Mississippi  in  a  reputable  bonding  com- 
pany and  in  such  an  amount  as  the  commsision  may  approve,  for 
the  faithful  performance  of  the  duties  of  his  office  and  for  the 
proper  handling  and  accounting  of  all  properties  and  moneys 
which  may  come  into  his  hands  by  virtue  of  his  office ;  provided, 
that  the  secretary-treasurer  may  be  removed  by  the  commission 
and  a  successor  appointed  by  the  commission,  in  its  discretion. 

Chap.  110,  Laws  1916. 

Section  1^921^.  Hemingway's  Code.  Collection  of  data  as  to 
adult  illiteracy.  3.  That  it  shall  be  the  duty  of  the  commission 
and  it  shall  have  the  power  to  make  research,  collect  data,  and 
procure  the  services  of  any  and  all  communities  of  the  state  looking 
to  the  obtaining  of  a  more  detailed  and  definite  knowledge  as  to 
the  true  conditions  of  the  state  in  regard  to  its  adult  illiteracy,  and 
report  regularly  the  results  of  its  labors  to  the  governor,  and  to 
perform  any  other  act  which  in  its  discretion  will  contribute  to  the 
elimination  of  the  state's  adult  illiteracy  by  means  of  the  education 


Mississippi  3763 

and  enlightenment  of  illiterate  persons  in  the  State  of  Mississippi ; 
and  the  commission  shall  expend  any  funds  or  use  anything  of 
value  it  may  receive  in  accordance  with  such  regulations  as  it 
may  from  time  to  time  adopt ;  provided,  however,  that  any  or  all 
funds  which  may  come  into  the  hands  of  the  commission  shall  be 
expended  in  keeping  with  the  general  purposes  of  this  act. 

Chap.  110,  Laws  1916. 

Section  1^925.  Hemingway's  Code.  Commission  may  adopt 
its  own  rules.  4.  That  the  commission  shall  adopt  such  rules  and 
regulations  as  may  seem  expedient  for  carrying  on  its  business  in 
a  manner  which  shall  seem  to  it  most  satisfactory. 

Chap.  110,  Laws  1916. 

Section  Jf.926.  Hemingway's  Code.  Members  to  receive  their 
expenses  only.  5.  That  the  members  of  this  commission  shall 
receive  no  compensation  for  their  services  nor  expenses  of  any 
kind  out  of  the  state  treasury,  but  they  shall  be  reimbursed  out  of 
any  funds  which  may  come  into  the  hands  of  the  commission  from 
other  sources  for  the  use  of  the  commission  for  their  actual  travel- 
ing and  other  necessary  expenses  incurred  in  the  performance  of 
their  duty. 

Section  1^927.  Hemingway's  Code.  No  appropriation  to  be 
made.  6.  That  no  appropriation  shall  be  made  in  aid  of  the 
commission  created  in  section  1  of  this  act  from  any  state  fund. 


CHAPTER   XXin 

Missouri 
Sam  a.  Bakee,  State  Superintendent  of  Public  Schools,  Jeffer- 
son. Letter,  October  27,  1919.  Bulletins,  "  Eevised  School 
Laws  of  the  State  of  Missouri,  1917",  and  "Supplement, 
'New  and  Revised  School  Laws  of  the  State  of  Missouri 
Passed  bv  the  Fiftieth  General  Assembly." 

1.   State  Le^slation,  Compulsion  for  Minors 

Supplement,  New  and  Revised  School  Laws.      (Page  10.) 

Section  10896.  Parents  and  guardians  required  to  send  children 
to  school.  Every  parent,  guardian  or  other  person  in  this  state 
having  charge,  control  or  custody  of  a  child  between  the  ages 
of  seven  and  fourteen  years,  shall  cause  such  child  to  attend 
regularly  some  day  school,  public,  private,  pai'ochial  or  parish, 
not  less  than  the  entire  time  the  school  which  said  child  attends 
is  in  session,  or  shall  provide  such  child  at  home  with  such  regular 
daily  instruction  during  the  usual  hours  as  shall,  in  the  judginent 
of  a  court  of  competent  jurisdiction,  be  substantially  equivalent  at 
least  to  the  instruction  given  the  children  of  like  age  at  said  day 
school  in  the  locality  in  which  said  child  resides ;  and  every  parent 
or  person  in  this  state  having  charge,  control  or  custody  of  a  child 
between  the  ages  of  fourteen  and  sixteen  years,  who  is  not  actually 
xpi3Q  ejnoi[  xis  ;sb9]^  %v  joj;  poSB§no  A{|njA\B[  puB  Xj^.re^nSaj  ptre 
day  in  some  useful  employment  or  service,  shall  cause  said  child 
to  attend  regularly  some  day  school,  as  aforesaid.  Provided,  that 
a  child  between  the  ages  aforesaid  may  be  excused  temporarily 
from  complying  with  the  provisions  of  this  act,  in  whole  or  in  part, 
if  it  be  shown  to  the  satisfaction  of  the  attendance  officer,  or  if  ho 
declines  to  excuse,  to  the  satisfaction  of  a  court  of  competent 
jurisdiction,  that  said  child  is  mentally  or  physically  incapacitated 
to  attend  school  for  the  whole  period  required,  or  any  part  thereof, 
or  that  said  child  has  completed  the  common  school  course  as  pre- 
scribed by  constituted  authority,  or  its  equivalent,  and  has  received 
a  certihcate  of  graduation  therefrom. 

[3764] 


MissouEi  3765 

2.    State  Legislation  —  Minors  of  Employment  Age 

Supplement,  New  and  Revised  School  Laws.  "  Part-Tiine  Schools 
for  Employed  Children."     (Pages  22,  23.) 

Section  1.  Providing  for  part-time  schools.  Whenever  in  any 
school  district  in  this  state  shall  be  issued  and  in  full  force  and 
effect  not  less  than  twenty-five  employment  certificates  for  children 
under  sixteen  years  of  age,  such  school  district  shall  establish  and 
maintain  part-time  schools,  departments  or  classes  for  such 
employed  children  for  not  less  than  four  hours  per  week  and  for 
a  term  not  less  than  that  in  which  schools  are  regularly  in  session 
in  such  district. 

Section  2.  State  standards.  The  state  board  of  education  shall 
establish  standards  for  the  establishment  and  maintenance  of  such 
schools. 

Section  3.  Federal  funds  available,  when.  \Vhenever  such 
part-time  schools  shall  have  met  the  standards  of  the  federal 
act  and  the  standards  established  by  the  state  board  of  vocational 
education,  they  shall  be  entitled  to  share  in  the  distribution  of 
the  federal  funds  available  under  the  provisions  of  the  federal 
act,  and  such  state  funds  as  shall  have  been  appropriated  for  the 
promotion  of  vocational  education  under  the  provisions  of  the 
Missouri  vocational  education  law  approved  March  15,  1907. 

Section  4.  Attendance.  The  attendance  on  such  part-time 
school,  department  or  class,  shall  be  counted  as  a  part  of  the  time 
the  minor  can  be  employed. 

Section  5.  Responsibility  for  execution,  where  placed.  Respon- 
sibility for  the  execution  of  this  act  shall  rest  upon  the  state  board 
of  vocational  education.  Responsibility  for  local  administration 
shall  rest  upon  the  local  board  of  education  or  school  authorities, 
maintaining  the  instruction  given. 

Section  6.  State  board  of  vocational  education  may  excuse.  The 
state  board  of  vocational  education  may,  upon  special  hearing, 
in  each  case,  excuse  a  city,  village,  town,  county  or  district  from 
either  establishing  or  maintaining  part-time  schooling. 

Section  7.  Annual  report  required.  The  state  board  of  voca- 
tional education  shall  make  an  annual  report  to  the  legislature  of 
its  administration  of  this  act,  with  its  policies  and  regulations, 
and  the  statistics  and  finances  involved. 

Section  8.  Penalties.  All  of  the  penalties  provided  in  the  com- 
pulsory education  law  for  Missouri  are  hereby  made  applicable 
in  requiring  the  attendance  of  children  under  sixteen  years  of  age 


3766  Citizenship  Training  in  Other  States 

upon  a  part-time  school,  department  or  class  whenever  such  part- 
time  school,  department  or  class  shall  have  been  established  in  any 
school  district. 

Approved,  June  2,  1919. 

3.  Citizenship  Training  Through  Public  Schools 

Revised  School  Laius.  Article  XI.  Education."  (See  p.  158.) 
Section  1.  A  general  diffusion  of  knowledge  and  intelligence 
being  essential  to  the  preservation  of  the  rights  and  liberties  of 
the  people,  the  general  assembly  shall  establish  and  maintain  free 
public  schools  for  the  gratuitous  instruction  of  all  persons  in  this 
state  between  the  ages  of  six  and  twenty  years. 

Revised  School  Laws.      {Page  110.) 

Section  10889.  Board  of  education  may  establish  free  night 
schools,  when.  The  board  of  education  in  school  districts  organ- 
ized under  provisions  of  article  IV,  article  XII  or  article  XIII 
of  Chapter  106  of  the  Revised  Statutes  of  1909,  upon  the  receipt 
of  a  petition  signed  by  fifty  or  more  freeholders  requesting  such 
action,  are  hereby  authorized  and  empowered  to  establish  and 
maintain  free  night  schools,  to  make  all  necessary  rules  and  regu- 
lations therefor,  to  fix  the  rates  for  tuition  of  pupils  above  the  age 
of  twenty  years  and  of  such  others  as  are  not  entitled  to  receive 
free  public  school  privileges  in  the  district  in  which  such  school  is 
maintained,  and  to  have  general  charge  and  control  over  such 
school ;  Provided,  that  such  boards  of  education  may  grant  the  use 
of,  or  lease,  any  of  the  public  school  buildings  in  their  respective 
districts  to  any  responsible  party  or  parties  for  the  purpose  of 
conducting  a  free  night  school  therein;  Provided,  however,  that 
when  the  use  of  a  school  building  is  granted  or  leased  for  the 
above  named  purjx)se,  it  shall  be  the  duty  of  the  party  or  parties 
using  it  to  keep  it  clean  and  in  good  repair  and  to  leave  it  in  as 
good  condition  as  it  was  when  they  took  charge  of  it ;  Provided 
further,  that  should  the  party  or  parties  so  using  the  said  school 
building  fail  to  comply  with  the  provisions  of  this  section,  the 
board  of  education  of  such  district  shall  refuse  them  further  use 
of  it  until  said  provisions  are  complied  with. 

4.  Citizenship  Training  Through  the  Y.  M.  C.  A. 

The  Eoard  of  Directors  of  the  Industrial  Department  of  the 
St.  Louis  Y.  M.  C.  A.  is  composed  of  eleven  representatives  of 
the  largest  industries  in  the  city. 


MissoDEi  3767 

Thousands  of  "  Coming  Americans  "  have  been  met  hy  the  Y. 
M.  C.  A.  at  the  Union  Station  in  St.  Louis. 
Since  December,  1913, 

23,106  were  met  at  the  train. 
20,109  were  rendered  definite  service. 
2,369  came  to  stay   in   St.   Louis  and  have  made  their 
homes  with  us. 

222  were  aided  in  securing  employment. 

What  an  immigi-ant  writes : 

"  Thank  you  a  thousand  times  for  the  trouble  you  took  to 
put  me  right.  I  was  very  glad  to  meet  you  at  the  St.  Louis 
Station.  I  asked  God  to  send  some  one  to  speak  a  few  cheer- 
ing words  to  me,  a  stranger  in  a  strange  land.  It  helped  me 
all  the  rest  of  my  journey." 
Twenty-seven  English  classes  were  conducted  during  last 
winter. 

Three  hundred  and  forty-three  men  enrolled  in  these  classes. 
Several   of   them   unable  to   read    or   write   even    in   their   own 
languages,  have  learned  the  use  of  every  day  English. 
What  a  Croatian  who  attended  our  citizenship  class  said : 

"  I  have  learned  to  read  and  write  what  you  put  on  the 
blackboard  in  your  English  class  last  winter.  I  could  not 
read  or  write  my  own  language." 

A  letter  from  one  of  the  volunteer  teachers : 

"  We  have  come  to  the  close  of  the  season's  work  and  I  want 
to  express  my  appreciation  to  you  for  enlisting  me  as  one  of 
the  teachers  among  the  foreign-born.  I  have  been  a  pupil 
as  much  as  those  men  enrolled  in  my  class.  I  have  gained 
more  than  I  was  able  to  give. 

"  I  hope  that  my  next  year's  work  will  enable  me  again  to 
help  you  in  your  great  work." 
What  Mr.   M.   B.    Bevington,   chief  naturalization   examiner, 
writes  about  the  work : 

"  The  question  is,  does  our  service  to  humanity  demand 
that  we  hunt  out  these  persons,  and  place  in  their  hands 
means  to  educate  themselves  and  make  them  good  patriotic 
American  citizens.  The  Y.  M.  C.  A.  has  answered  this 
question  in  the  affirmative.  Since  your  classes  have  started, 
possibly  seventy-five  members  thereof  have  applied  for  citi- 
zenship. Of  these  a  number  have  previously  made  applica- 
tion  and  had   their   applications  rejected  because   of  their 


3768 


Citizenship  Training  in  Other  States 


inability  to  comply  with  the  requiremrents  of  the  statutes, 
such  as  speaking  English.  These  men  after  the  course  of 
instruction  received  from  the  Y.  M.  C.  A.  had  no  difficulty, 
whatsoever,  in  securing  naturalization. 

"  I  am  speaking  of  cases  that  came  to  my  own  attention. 

"  In  their  courses  they  seemed  to  have  embodied  a  patriotic 
regard  for  the  United  States,  its  history,  institutions  and 
ideals  that  could  not  but  help  make  them  better  men,  as  well 
as  better  citizens.  They  individually  profited  by  the  instruc- 
tions, but  at  the  same  time  the  country  also  profited  by  it.  I 
feel,  therefore,  gratified  in  the  knowledge  that  there  is  an 
institution  like  the  Y.  M.  C.  A.  to  which  Jew  and  Gentile, 
Catholic  or  Protestant,  may  alike  resort  for  common  aid, 
such  as  has  been  given  in  these  citizenship  classes  inaugurated 
by  you." 

Classes  are  conducted  in  foreign  clubs,  boarding  houses,  public 
libraries,  saloons,  barber  shops,  bed  rooms,  a  doctor's  waiting- 
room,  a  foreign  church  and  the  Y.  M.  C.  A. 

Nationalities  enrolled  in  English  and  citizenship  classes: 


Greeks 

Dutch 

Mexicans 

Spaniards 

Swedish 

Bohemians 

Hungarians 

Servians 

T\>st  Indians 

Austrians 

Jewish 

Bulgarians 

Roumanians 

Italians 

Polish 

Croatians 

Dalmatians 

Armenians 

Albanians 

Russians 

Germans 

Turks 

Swiss 

Portuguese 

Danish 

Effvntians 

National  Enameling  and  Sta:mping  Company 
"  I  am  writing  to  express  my  appreciation,  and  that  of  the 
Company,  for  the  work  that  the  Industrial  Department  of 
the  Y.   M.    C.    A.   has   done  at  our  plant  on  Second   and 
Destrehan  streets  among  the  foreign-bom. 

"  I  cannot  praise  this  work  too  highly,  as  I  think  it  is 
most  important,  particularly  during  the  present  state  of 
national  afifairs,  to  give  the  foreign-bom  a  correct  impression 
of  the  United  States,  its  institutions  and  its  language." 


MissouBi  3769 

Medart  Patent  Pulley  Company 

''At  no  time  in  the  history  of  the  Association  has  the  work 
of  getting  foreigners  closer  to  their  duties  been  more  important 
than  at  the  present  time,  as  undoubtedly  the  future  of  our 
country  is  going  to  depend  very  largely  upon  securing  a 
better  understanding  with  the  people  who  come  to  this  country 
to  make  it  their  home,  and  to  impress  upon  them  that  in 
securing  the  benefits  that  this  country  gives  them,  they  must 
be  willing  to  assume  some  of  the  responsibilities  that  go  with 
citizenship." 

ExGLisH  Class  for  Foreigxees  —  Employees  International 

Shoe  Company 

Some  of  the  English  classes  in  the  industries  are  conducted 
directly  after  working  hours,  and  in  other  plants  where  the 
employees  live  neaT  to  the  industries,  they  return  later  in  the  even- 
ing. Afternoon  instruction  is  given  to  men  who  are  working 
nights.  All  of  these  classes  meet  twice  a  week.  The  companies  have 
fitted  up  rooms  in  the  plants  for  these  evening  and  afternoon 
meetings. 

Forty-four  of  these  classes  were  conducted  during  the  year  in 
factories  and  foreign  comujunities,  with  an  enrollment  of  1,096, 
and  an  attendance  of  5,932. 

A  working  knowledge  of  English  for  foreign-born  workers  is 
of  great  economic  value  for  the  industries  and  of  gTeat  strength 
to  our  national  life. 

Workers  should  be  requested  to  learn  English  in  public  evening 
schools,  or  if  that  is  not  possible,  in  classes  organized  in  industries 
and  communities.  An  attendance  card  of  some  English  school 
should  be  requested  each  mouth  by  the  foreman  of  his  department, 
and  a  report  of  such  cards  made,  with  the  name  or  number  of  each 
man,  and  submitted  to  the  general  manager  of  the  concern.  A 
good  reason  should  be  asked  for  every  absent  mark  on  his  card,  and 
urged  to  improve  his  record. 

Ignorance  endangers  our  national  constituency  and  breeds 
anarchy;  and  personal  interest  in  workers  awakens  fidelity  and 
responsibility  to  the  employer  and  the  government  under  wbu-li 

he  lives. 

The  foreign-bom  needs  a  knowledge  of  our  institutions  and 
ideals  together  with  the  real  privilege  of  American  citizenship 
obtainable  only  through  a  knowledge  of  English. 


3770  Citizenship  Training  in"  Other  States 

Citizenship  Class 
Three  of  these  classes  were  conducted  during  the  year,  to  which 
497  were  invited  by  letter,  to  which  438  responded  and  passed 
their  examinations  required  by  the  Naturalization  Bureau.  Two 
hundred  and  thirty  men  were  assisted  in  filing  their  first,  or 
petitions  for  second  papers. 

Nationalities  represented : 

Russian  Greek  Croatian 

Danish  Bohemian  Scotch 

Martinique  Austrian  Spanish 

Italian  Roumanian  Jewish 

Swedish  Turk  Syrian 

Hungarian  Lithuanian  Albanian 

Dutch  German  English 

Slavonian  Irish  .    Canadian 

Bulgarian 

Mass  Meeting  of  Foreign-Born 

More  than  20,000  foreign-born  from  all  parts  of  the  world  were 
represented  at  this  loyalty  meeting,  demonstrating  that  they  were 
for  and  with  America  first,  last,  and  all  the  time.  Open-air  meet- 
ings and  picnics  with  individual  groups  are  held  several  times 
during  the  summer  months. 

One  of  the  foreign  speakers  at  the  above  meeting  said : 

'^  These  people  have  come  from  under  many  flags  to  the 
shelter  of  the  one  great  flag,  the  Stars  and  Stripes  of  America, 
under  which  they  hope  to  work  out  a  future  for  themselves 
and  their  families,  but  we  need  whole-hearted  Americans  to 
help  us  that  we,  like  they,  may  grow  to  full  duties  and  privi- 
leges of  citizenship." 

Shaw  Avenue  Playground  Among  Italians  West  of  Kings- 
highway  —  Ill-named  as  "  Dago  Hill  " 

Young  Americans  and  future  Americans  who  never  had  a  place 
to  play.  This  character  building  enterprise  was  made  possible 
through  contributions  of  some  of  the  neighboring  manufacturing 
plants,  and  generous  citizens,  at  our  suggestion.  After  completing 
the  equipment  we  ])resented  it  to  the  City's  Playground  Depart- 
ment, which  now  takes  care  of  it. 


MissoDKi  3771 

The  St.  Louis  Young  Men's  Christian  Association  has  been  con- 
ducting a  study  in  Immigi'ation  Service  at  the  Union  Station  under 
the  direction  of  Mr.  Harry  ter  Braak,  of  Ellis  Island,  New  York. 
The  following  statistics  cover  the  period  of  investigation  from 
December  1,  1913,  to  March  1,  1914: 

Immigrants  met 5,181 

Foreigners  (not  immigrants)    783 

American  young  men,  strangers  in  the  city 601 


6,565 


Definite  Services  Rendered 

Guided  to  second-class  waiting  room 963 

Helped  on  connecting  trains 1,232 

Tickets  bought  to  other  points 176 

Baggage  rechecked 122 

Protected  from  questionable  persons 15 

Interpreted  for  officials 116 

Located  defrauded  cases 12 

Assisted  to  communicate  with  relatives  and  friends.  ...  186 

Guided  to  addresses  in  the  city 249 

Guided  through  other  agencies 269 

Sent  telegrams  and  letters  to  relatives  and  friends 45 

Followed  up  in  the  city 369 

Assisted  in  securing  boarding  houses  and  rooms 17 

Helped  and  advised  for  emplo^^nent 30 


3,801 


Immigrants  RE>rAiNiNG  in  St.  Louis 

Xationalities 

Albanians    ^'^" 

Italians   223 

Armenians     "* 

Greeks ^^ 

Polish    6^ 

Russians    *  * 

Macedonians " 

Bulgarians    ^^ 

Syrians   

Jews    


8 
37 


3772  CiTizE^-SHip  Training  in  Other  States 

Roumanians    4 

French    1 

Turks    5 

Slavonians     1 

Hungarians 36 

Lithuanians    8 

Wallachians    2 

Ruthenians    -i 

Bohemians    12 

Germans    8 


747 


Links  That  Complete  the  Chain 
Association  secretaries  are  at  work  on  outgoing  steamers  in 
twelve  European  ports  on  advising  and  helping  young  men  in 
every  possible  way ;  distributing  cards  of  introduction  to  the  Y.  M. 
C.  A.  in  thirty  different  languages;  informing  the  newcomer  to 
look  for  men  with  a  Y.  M.  C.  A.  cap  at  places  of  landing. 

Secretaries  often  work  on  board  during  the  voyage  with  games, 
music  fgraphophone),  stereopticon,  literature,  practical  English 
lessons,  etc. 

WHEN  PARTING  WITH  THE  FIRST  FRIEND 
Secretaries  are  stationed  both  at  American  and  Canadian  ports, 
ready  to  counsel  and  assist  all.    Inland  secretaries  are  notified  to 
meet  them  if  so  desired. 

THEY  MEET  WITH  THE  SECOND 

A  vast  number  of  American  associations  have  secretaries  meet- 
ing the  trains  and  rendering  the  same  services.  They  have  wel- 
come clubs  and  strangers'  committees,  who  look  aiter  these  young 
men.  They  keep  a  well  revised  boarding-house  list.  Many  have  a 
strangers'  tea  on  Sunday  to  make  them  feel  at  home. 

The  Association  organizes  classes  in  English,  civics  and  citizen- 
ship, usually  at  night,  conducted  by  volunteer  students,  and  does 
everything  it  can  to  surround  them  with  helpful  and  character 
building  influences  as  soon  as  they  arrive. 


Missousi  3773 

AND  ARE  PUT  IN  TOUCH  WITH  THE  THIRD 
Abstracts  from  a  Few  Letters 
"  Please  find  enclosed  check  to  cover  your  favor  of  the  23rd 
inst.  which  enable  me  to  proceed  on  my  journey  home.   When 
I  come  to  St.  Louis  I  will  personally  thank  you  again  for  your 
great  kindness.  A.  McC. 

"  To  begin  with,  many  thanks  for  your  kindness.  I  arrived 
safely  in  Ilasco,  Mo.  The  money  you  so  kindly  gave  me  kept 
me  until  I  found  work ;  and  I  still  had  ten  cents  left.  I  went 
to  the  cement  factory  and  presented  the  Y.  M.  C.  A.  card  you 
gave  me  and  was  put  to  work.  ISTow  I  am  able  to  make  my 
own  way  and  I  want  to  thank  you  a  thousand  times  for 
enabling  me  to  take  care  of  my  family.         Jacob  Oresic. 

"  Mr.  Hans  Sellenick  presented  your  note  of  introduction 
yesterday.  .  He  came  to  my  office  with  his  sister  and  we  hope 
to  be  able  to  lend  him  some  service.  We  appreciate  your 
interest  in  giving  him  the  note  of  introduction. 

C.  S.  Bishop,  Secretary. 

lNCIDE:?fTS 

The  following  article  appeared  in  the  "  Post-Dispatch "  of 
December  16,  1913: 

Y.  M.  C.  A.  MA^^  SAVES  TOUKIST  FROM  ROBBERY 

FINDS  FRENCHMAN  WAITING  AT  STATION  FOR  COUNTRYMAN  WITH 

$100,000 

The  timely  ai-rival  at  Union  Station  Monday  evening  of  H.  ter 
Braak,  representing  the  immigration  service  department  of  the 
Y.  M.  C.  A.,  probably  saved  a  French  tourist  from  the  hands  of 
two  confidence  men. 

The  traveler  was  nervously  pacing  the  midway  when  ter  Braak 
approached  and  inquired  if  he  could  do  anything.  The  foreigner 
did  not  understand,  and  impatiently  waved  ter  Braak  aside,  but 
the  latter,  being  a  ling-uist,  soon  learned  that  the  Frenchman  was 
waiting  for  two  men,  one  of  whom  carried  a  grip  containing  $100,- 

000. 


3774  CiTizEA-SHip  Training  in  Other  States 

"  They  are  Frenchmen,  too,"  said  the  traveler,  "  and  are  going 
to  place  my  money  in  their  grip  for  safekeeping." 

Ter  Braak  called  a  policeman,  whose  uniform  impressed  the  for- 
eigner, while  the  Y.  M,  C.  A.  official  explained  to  him  that  he  was 
waitins;  for  men  evidently  bent  on  rohhino;  him.  The  Frenchman 
said  he  had  300  francs  and  $13  American  money  with  him. 


Four  Italians  carrying  cards  of  introduction  from  other  immi- 
gration secretaries  passed  through  St.  Louis  on  their  way  to  Cali- 
fornia, As  soon  as  they  saw  the  letters  "  Y.  M.  C.  A."  they  hastily 
got  their  cards  of  introduction  out  of  their  pockets.  One  was  from 
Naples,  Italy ;  one  from  Havre,  France ;  and  two  from  Ellis  Island, 
New  York. 

"  We  have  been  instnicted  that  you  would  be  ready  to  help  and 
advise  us  on  our  journey  to  California,"  said  one  of  them.  They 
were  assisted  and  continued  on  their  way  grateful  at  such  a  chain 
of  service. 

A  Kussian  widow  and  two  children  from  Arkansas  changed 
trains  in  St.  Louis  on  their  way  to  the  home  country.  Her  husband 
had  died  and  she  was  left  without  friends.  Station  officials  under- 
stood that  she  had  insufficient  funds  to  take  her  to  New  York.  Upon 
interpretation  she  brought  forth  sufficient  money  for  a  ticket,  and 
$14  besides.  A  letter  in  her  possession  showed  reservation  for 
ocean  passage. 

The  Young  ]\Ien's  Christian  Association  served  310,290  men  in 
the  last  two  vears. 

PEOGRAM  OF  AMEEICANIZATION 

Management 
Survey 
Know  your  field.  Find  out  to  what  peoples  your  foreign-born 
neighbors  belong,  how  many  of  them  know  English,  and  how  many 
of  them  are  fellow-citizens.  Housing  and  living  conditions  have 
much  to  do  with  men's  outlook  on  life.  Learn  how  and  where  the 
foreign-bom  live.  Know  their  religious  leaders.  There  are  many 
fields  but  one  Shepherd.    If  you  need  an  outline  for  a  survey,  write 

for  one. 

Advertising 

Printer's  ink  is  good,  if  you  put  your  facts  in  order.  Employers 
want  facts  and  not  fancies.     Prepare  your  case  well  and  present  it 


Missouri  3775 


clearly  and  concisely.  The  "  Y  "  man  sells  goods  bearing  the 
trade-mark  of  Heaven.  If  at  first  you  don't  succeed,  tiy  again. 
Presidents  and  general  managers  are  human.  They  do  more  for 
the  well-being  of  their  employees  than  demagogues  will  or  can. 
Arm  yourself  with  testimonials  of  men  who  know  the  benefits  of  a 
Y.  M.  C.  A.  among  industrial  workers.  Apply  and  we  will  send 
you  lots  of  them. 

Plant  Organization 

Capitalize  the  sense  of  solidarity.  Every  plant  has  or  should 
have  the  family  feeling.  Each  worker  should  feel  his  concern  is 
the  best  place  to  work  in  to%vn.  Plan  your  program  in  this  vein 
and  the  employer  and  the  employees  will  be  with  you.  Organize  a 
Plant  Executive  Committee,  on  w^hich  are  the  general  manager, 
superintendent,  and  heads  of  departments.  Get  your  sub-commit- 
tees, on  which  are  foremen  and  intelligent  and  sympathetic  work- 
men of  native  and  foreign  birth.  Arrange  a  joint  conference  for 
all  committee  men  to  discuss  the  whole  progi-ani.  Divide  the  work 
carefully  and  see  that  the  men  do  the  work.  Never  fors-et  the  fact 
of  group  consciousness.  Plan  definitely  for  cultivation  woj-k  for 
the  industrial  leaders,  and  know  that  though  they  are  willing  to 
work  with  the  foreign-born  they  have  a  class  consciousness  which 
must  be  recognized. 

Equipnent 

You  need  a  building  to  house  vour  activities.  If  vou  work  for  an 
industry,  tell  the  concern  that  you  cannot  produce  maximum  results 
without  a  power-house.  You  don't  need  a  palace.  Democracy  was 
made  safe  by  men  who  frequented  huts.  The  foreign-born  may 
learn  what  democracy  is  by  patronizing  a  hut. 

Finance 
You  need  funds.  Until  vou  house  vour  activities,  the  work  must 
be  financed  from  other  sources  than  the  wage-earaers  you  serve. 
Show  the  president  of  the  plant  the  advantage  of  membership  and 
revenue-producing  features.  Men  are  willing  to  pay  for  privileges. 
They  will  take  more  interest  in  the  Y.  ]\I.  C.  A.  when  their  money 
goes  into  it. 

Co-OPER-VTIOiy 

Executive  Conference 

Plan  conference  dinners  for  manufacturers,  general  managers, 
superintendents,  administrative  officers,  etc.  Keep  the  group  con- 
sciousness in  mind.     These  men  in  a  plant  or  in  a  citv  should  be 


3776  Citizenship  Training  in  Other   States 

brought  together  because  of  their  common  interest.  Your  objec- 
tive should  be  (a)  to  bring  before  them  prominent  speakers  on 
Anyericanization ;  (b)  to  hear  reports  of  work  done  for  their 
employees;  (c)  to  discuss  plans  for  advanced  work  for  immigi-ant 
workers;  (d)  to  emphasize  the  inalienable  relation  between  the 
character  of  the  industries  and  the  character  of  the  communitv. 

Brotherhood  Dinners 

Plan  regular  dinners  for  foremen  and  subforemen.  This  group 
should  be  that  interested  in  "  hiring  and  firing  "  men.  A  regular 
organization  is  necessary  to  bring  about  successful  meetings.  The 
objective  should  be  (a)  how  best  to  handle  immigrant  labor;  (b) 
conduct  a  forum  for  exchange  of  ideas  and  experiences  in  handling 
foreigners;  (c) present  speakers  who  know  the  foreigner  and  how 
best  to  handle  him;  and  (d)  the  democratic  significance  of  hearty 
good  will  and  impartial  justice  between  foremen  and  the  foreign- 
born. 

Get-Togethers 

Plan  in  season :  picnics,  outings,  carnivals,  socials,  mass  meet- 
ings, pageants,  etc.  Both  the  native  and  foreigu-lx)rn  leadership 
must  co-operate  to  make  these  a  success.  The  objective  should  be 
(a)  the  promotion  of  kindly  feeling  between  the  native  and  tiie 
foreign-bom  for  the  good  of  the  community;  and  (b)  the  welding 
of  the  various  peoples  into  one  strong  American  brotherhood.  Key 
every  gathering  to  patriotism  and  loyalty  to  America, 

Advisory  Councils 

The  laws  and  customs  of  nations  difter.  The  foreign-born,  try- 
ing to  adjust  his  life  to  America,  gets  into  difiiculties.  He  needs  a 
counselor.  Organize  advisory  councils  offering  free  advice  on 
personal  problems,  vacation,  home  life,  working  conditions,  busi- 
ness dealings,  etc.  This  gives  personal  contact  plus  prime  social 
service.  Every  foreigii-born  man  needs  a  big-hearted  native 
brother. 

Community  Relations 

The  "  Y  "  is  not  the  only  star  guiding  the  foreign-liorn.  Federal, 
state  and  community  agents  are  also  interested  in  him.  vSee  that 
you  co-operate  witli  these.  Keep  up  friendly  relations  with  the 
public  schools,  the  charity  organizations,  the  innnigration  bureau, 
etc     TTse  them  whenever  you  can ;  co-operate  with  them  when- 


Missouri  377'( 

ever  possible;  only  remember  that  the  Y.  M.  C.  A.  has  a  special 
message  for  coining  Americans  which  cannot  he  delegated  to 
other  agencies. 

Education 

English  Classes 
Organize  your  classes  according  to  nationality.  Find  out  how 
m^ich  English  the  men  can  talk,  read  and  write,  and  group  them 
accordingly ;  fifteen  men  make  a  good  class ;  meet  twice  a  week ;  use 
the  Roberts  system,  tens  of  thousands  have  learned  English  by  it. 
Select  your  teachers  with  care,  and  see  that  they  know  how  to 
teach.  Give  the  work  close  supervision.  Interest  the  foreign-bom 
leaders  in  your  work,  and  show  the  superintendent  and  foremen 
how  it  is  done.  As  a  missionary  of  the  Y.  M.  C.  A.  you  cannot 
afford  to  miss  the  approach  a  class  in  English  affords.  Go  to  the 
men  and  carry  something  more  than  English  to  the  classroom. 

Naturalization 

Foreign-born  men  form  three  groups :  Citizens,  those  with  first 
papers,  and  aliens.  Working  with  the  industries,  classify  the  for- 
eigii-bom  workers  into  these  three  groups.  Give  citizens  literature 
on  good  citizenship,  help  those  with  first  papers  to  get  their  second, 
and  to  every  alien  put  the  question:  "  Why  are  you  not  a  citizen 
of  the  United  States  ?  "  Keep  close  to  the  clerk  of  the  Naturaliza- 
tion Court ;  put  a  sympathetic  and  capable  young  lawyer  in  charge 
of  the  class  in  naturalization.  "  Civics  for  Coming  Americans  " 
(Association  Press,  347  Madison  avenue,  New  York  City),  is  a 
work  specially  prepared  to  help  men  to  citizenship.  Begin  with  the 
local  government ;  show  on  a  chart  its  political  divisions  and  also 
how  the  political  organization  works.  Show  the  relation  between 
the  city  government  and  the  works.  Show  the  relation  between  the 
city  government  and  the  county,  the  state,  and  the  national  govern- 
ment. 

Lectures 

Pictures  are  a  universal  language.  Let  slide  or  film  carry  mes- 
sages of  hope  and  cheer  to  men  anxious  to  learn  what  America  is 
and  who  were  its  makers.  When  national  groups  and  cosmopolitan 
crowds  come  together,  the  lantern  is  a  good  entertainer.    Let  it  talk 

in  the  tonsrue  of  the  old  world  as  well  as  that  of  the  new.     The 

...  .  .       « 

foundations  of  twentieth  century  civilization  were  laid  on  the  rivers 

Nile,  Tigris,  Euphrates,  and  on  the  shore  of  the  Mediterranean 
118 


u778  Citizenship  Training  in  Other  States 

and  Baltic  seas.  The  foreign-born  as  well  as  the  native-born  will 
be  glad  to  learn  how  it  was  done.  Americanization  is  the  blending 
of  the  best  in  the  old  and  the  new  worlds.  The  lantern  can  be  used 
in  halls  and  out  of  them,  in  winter  and  summer.  Send  for  outline 
of  subjects  of  lectures  and  films. 

Literwfure  —  Lihrwries 

The  printed  word  has  a  message.  When  good  literature  on 
Americanization  is  put  out  by  federal  or  state  department,  private 
agencies  or  local  bodies,  the  "  Y  "  should  use  it.  A  list  of  such 
publications  will  be  sent  on  request.  Public  librai-ies  can  serve  the 
foreign-born  by  securing  the  right  kind  of  books  in  their  tongues 
for  circulation.  See  that  the  library  does  this.  Try  to  establish 
traveling  libraries  in  foreign  communities  far  removed  from 
libraries. 

Life  Prohlem  Clubs 

Many  foreign-born  men  know  enough  English  to  read  any  ordi- 
nary book.  They  need  practice  in  talking.  Organize  clubs  for  the 
discussion  of  life  problems,  national  issues,  and  international  rela- 
tions. l>«aders  among  foreign-born  groups  will  take  to  this.  It  is 
a  field  that  needs  cultivation. 

Race  Psychology 
ISTations  differ.  Their  background  is  difl^erent.  All  foremen 
and  superintendents  don't  think  of  this.  Organize  a  class  in  race 
psychology  to  deal  especially  with  the  background  of  immigrant 
peoples,  the  forces  shaping  their  lives,  and  how  x^merica  can  use 
these  agencies  for  the  purpose  of  getting  the  best  results  from  these 
rntui  in  American  industries.  Outline  of  discussions  will  be  sent 
on  application  to  this  office. 

Social 

National  Group  A  ctivities 
Each  nation  has  its  story  and  its  heroes,  its  music  and  its  poetry, 
its  art  and  its  folk  lore.  They  cannot  forget  these  in  an  adopted 
country.  Let  the  ^'  Y  "  pave  the  avenue  of  self-expression  for  these 
accompli shmients.  Success  in  this  depends  on  organization.  The 
program  should  be  carefully  worked  out  with  foreign-born  leaders. 
The  best  date  is  a  national  birthday  in  their  or  in  our  history. 
America  gains  by  conserving  the  culture  of  the  fifty  varieties  of 
peoples   coming   to   America.      Italians    and    Greeks,    Slavs   and 


Missouri  37Y9 

Chaldeans,  were  closer  to  the  beginningg  of  civilization  than 
Teutons  and  Saxons.  They  have  much  that  is  of  interest  to  us  if 
they  are  encouraged  to  exhibit  it. 

Cosmopolitan  Meetings 
More  than  fifty  varieties  of  peoples  have  contributed  and  still 
contribute  to  the  life  blood  of  America.  Those  who  go  into  the 
"  melting  pot  *'  should  become  conscious  of  the  Divine  Plan  in  the 
bringing  together  of  the  nations  of  the  earth  on  this  continent.  The 
future  of  humanity  is  more  involved  in  what  is  done  here  than  in 
any  other  country  under  the  sun.  America  in  the  war  made  the 
world  safe  for  democracy.  All  peoples  in  a  community  should 
occasionally  be  brought  together  to  feel  the  im|3ortance  of  the 
welding  process,  and  consciously  contribute  their  part  to  American 
democracy.  Perfect  organizations  among  every  people.  This  will 
contribute  to  the  success  of  the  ''  melting."  The  purpose  of  the 
y.  M.  C.  A.  should  be  clearly  expressed.  The  dominant  note 
should  be  the  "  Coming  American."  Patriotic  societies  amjong 
the  native-bom  gladly  participate  in  a  program  of  this  nature. 
The  real  American  has  cosmopolitan  sympathies. 

Entertainments 

Programs  for  entertainments  should  be  worked  out  very  care- 
fully. Both  native  and  foreign-bom  talent  should  be  used. 
Friendly  rivalry  between  the  several  national  groups  should  be 
encouraged.  Trophies  to  the  winners  can  be  secured  from  friends 
of  foreign-born  men  or  from  public-spirited  citizens.  Dinners  pre- 
pared by  the  housewives  of  foreign  homes  —  a  la  Italiana,  or  a  la 
Grecia,  or  a  la  Hungaria,  etc. —  are  popular  and  well  patronized 
by  Americans.  Foreign  production  can  enrich  our  intellect  aa 
well  as  our  appetites. 

Plant  Rallies 

Whenever  a  plant  rally  is  arranged,  don't  overlook  the  foreign- 
born.  The  object  of  the  rally  should  be  fully  explained  to  the 
leaders  of  foreigners.  They  will  co-operate  fully  when  they  under- 
stand, and  will  contribute  much  to  its  success.  Consider  the  types 
of  peoples  to  be  brought  together  when  you  prepare  for  them.  Bor- 
row a  few  pictures  of  their  national  heroes,  put  up  their  national 
colors,  exhibit  their  national  costumes,  etc.  Let  them  feel  that  an 
effort  is  made  to  appreciate  something  that  is  dear  to  them.    Make 


3780  Citizenship  Training  in  Other  States 

an  effort  also  to  have  the  native  and  the  foreign-bom  mingle, 
emphasizing  the  family  tie  and  the  bond  of  Brother  in  the  Father- 
hood of  God. 

Carnival  of  Nations 

The  great  objective  of  our  work  is  Americanization.  This  should 
not  be  lost  sight  of  in  planning  carnivals.  The  story  of  the  Ameri- 
can nation  is  full  of  episodes  which  lend  themselves  to  dramatic 
presentation.  The  foreign-l>orn  will,  in  classes,  lectures,  and  con- 
tact with  native-born  men,  learn  much  about  America.  If  by  care- 
fully planned  pi'ograms  they  can  be  made  to  live  in  imagination 
through  some  of  these  scenes,  they  will  absorb  much  of  the  spirit 
and  the  ambition  of  the  makers  of  America.  Let  the  foreign-bom 
study  the  costumes  of  colonial  days,  copy  them,  imitate,  no  mat- 
ter how  faintly,  the  deeds  of  colonial  heroes,  and  clearly  enunciate 
the  sentiments  they  felt  —  in  this  way  the  foreign-born  will  absorb 
more  of  the  American  spirit  than  they  ever  can  or  will  in  a  class- 
room. The  songs  used  on  such  an  occasion  should  be  patriotic,  and 
the  scenery  true  to  the  facts  illustrated.  Not  only  will  the  actors 
feel  the  inspiration  of  immortal  epochs  in  American  life,  but  their 
friends  will  also  feel  them,  and  all  the  spectators  will  catch  a  vision 
of  what  the  purposes  and  ideals  of  Democracy  are. 


Citizenship  Training  through  Civic  Organizations 

Letter    from    E.    W.    Mentel,    Industrial    C ommissioner.    The 
Chamber  of  Commerce,  Kansas  City,  December  27,  1919 : 

"  We  have  had  an  Americanization  Committee  for  a  good 
many  years  doing  general  Americanization  work,  particularly 
through  public  meetings. 

'^  Every  year  we  have  an  Americanization  celebration  on  the 
Foiirth  of  July  in  honor  of  the  newly  naturalized  citizens. 
For  the  past  two  years  this  has  been  at  Swope  Park  with 
music,  addresses,  and  last  year  we  served  refreshments  to  all 
the  newly  made  citizens. 

"  We  have  been  planning  a  survey  of  the  foreign-bom  in 
Kansas  City  to  determine  just  how  many,  and  of  what 
nationality,  are  unable  to  read  and  write,  with  the  idea  of 
promoting  evening  classes  for  these  and  assisting  them  in  other 
ways  in  preparing  thorn  to  become  naturalized." 


MissouEi  3781 

There  follows  an  article  on  Americanization  from  '*  Greater  St. 
Louis  "  of  January,  1920,  the  official  bulletin  of  the  Chamber  of 
Commerce  of  Kansas  City: 

THEEE  AKE  A  GEEAT  MANY  RUDOLPH 
HONETSCHLAGEBS 

A   1920  PLATFORM  IN  ST.  LOUIS 
Work  or  starve. 
Save  or  want. 

Play  togetlier  or  you'll  play  hell. 
Be  a  good  American  or  get  out. 

("  Saturday  Evening  Post.") 

Rudolph  Honetschlager  lived  in  St.  Louis.  He  was  not  yet  nine- 
teen years  old.  He  was  just  at  the  age  where  impressions,  good  or 
bad,  were  being  made  on  him,  to  become  a  part  and  parcel  of 
Rudolph,  the  mature  citizen.  Rudolph  could  not  read  English  nor 
speak  it.  His  outlook  on  life  was  over  an  array  of  lathes,  at  the 
St.  Louis  Brass  Manufacturing  Company.  He  toiled  daily  along- 
side of  his  father.  In  so  far  as  his  work  was  concerned,  he  was 
satisfied. 

Rudolph  and  his  father  were  comparatively  late  arrivals  from 
Denmark,  and  despite  the  fact  that  he  could  not  undei*stand  the 
language  spoken  around  him,  the  younger  immigrant  rapidly 
absorbed  the  real  American  attitude  —  he  became  truly  ambitious. 
This  desire  was  greatly  handicapped  by  his  ignorance  of  our 
customs  and  practices. 

One  night  he  attended  a  neighborhood  meeting  conducted  by  the 
industrial  department  of  the  Young  Men's  Christian  Association, 
He  found  in  that  organization  the  opportunity  which  he  sought. 
For  almost  four  years,  Rudolph  attended  the  evening  classes  at  the 
Soulard  Library,  learning  how  to  express  himself  fluently  in  the 
language  of  his  adopted  country.  He  was  a  promising  youth,  and 
made  rapid  progress  in  his  studies.  Having  finished  the  course 
at  the  library,  he  expressed  a  desire  to  his  teacher  to  attend  a  regu- 
lar public  school.  Through  the  "  Y  "  teacher  he  was  enabled  to 
attend  Central  High  School  during  the  day  time,  being  given  night 
employment  as  an  assistant  in  the  boy's  department  at  the  Y.  M. 
C.  A.  Rudolph  is  now  a  student  in  the  Association  College  in 
Chicago,  111. 

Not  only  did  this  young  Dane  progress  in  his  learning  and 
knowledge  of  American  customs,  but  he  gained  an  insight  into 


3782  Citizenship  Training  in  OriiF.a  States 

citizenship  which  caused  him  to  apply  for  his  first  papers  on  his 
eighteenth  birthday.  Because  of  government  regulations,  however, 
this  was  not  possible  until  he  reached  his  nineteenth  year. 
Through  such  an  opportunity  for  an  understanding  of  American 
ways,  Rudolph  has  been  made  a  valuable  law-abiding  citizen.  No 
malicious  propaganda  will  get  his  ear,  and  he  is  proof  against  the 
growing  sinister  class,  the  wild-eyed  agitator. 

This  is  an  individual  example  of  what  many  people  term  the 
biggest  job  before,  not  only  St.  Louisans,  but  the  entire  country, 
today,  the  Americanization  of  foreigners.  One  of  the  legacies  of 
Mars  has  been  a  more  or  less  intense  period  in  our  industrial  rela- 
tions, no  small  measure  of  w^hich  is  traceable  to  the  fact  that  a 
goodly  per  cent  of  the  brethren  of  unrest  are  those  who  have  no 
deep-rooted  interest  in  American  ideals.  The  importance  of  this 
unrest  has  undoubtedly  been  over-emphasized  through  the  play  of 
the  spotlight  of  sensationalism  on  it,  but  thoughtful  students  of 
conditions  admit  that  Bolshevism  at  the  most  conservative  is  no 
scarecrow.  It  is  a  condition  which  must  be  sanely  met,  and  no 
more  effective  means  is  offered  than  that  of  making  over  foreigners 
to  the  American  pattern. 

Now,  Americans  possess  that  brand  of  ingenuity  labeled  "  for 
emergency  use."  Yet  this  ingenuity  is  more  or  less  dormant  under 
a  veneer  of  satisfaction.  Gradually,  however,  the  magnitude  of 
the  Americanization  problem  is  being  realized.  The  foreigner,  a 
product  of  old  world  civilization,  which  is  admittedly  at  variance 
with  our  own,  arrives  in  this  country  expecting  great  things  of 
America  —  equal  rights,  freedom,  etc.  His  first  requisite  is  sub- 
sistence, and  that  calls  for  work,  and  under  the  stress  of  "  making 
a  living"  he  finally  finds  himself  virtually  ostracized  from  any 
means  of  obsei-ving  the  very  things  which  he  expected  to  find.  He 
becomes  of  the  l>elief  that  this  is  not  a  land  of  freedom  and  equal 
rights ;  at  least  he  hasn't  found  it  so.  If  allowed  to  remain  of  this 
opinion  his  is  a  fertile  mind  to  be  embittered,  through  designing 
malcontents,  into  the  doctrine  of  "no  God,  no  law,  no  property." 


Stranger  in  a  Strange  Land 

As  a  .stranger  in  a  ftrange  hind  he  naturally  seeks  the  colonies 
where  dwell  the  people  of  his  own  race  in  order  that  he  may  asso- 
ciate in  an  understanding  way  with  his  fellow  men.    The  fact  that 


Missouri  3783 

he  cherishes  deep  memories  of  his  native  land  is  not  to  his  dis- 
credit. It  simply  indicates  that  his  is  a  nature  that,  under  proper 
culture  in  this  great  republic,  will  produce  an  equally  patriotic 
American.  To  do  this  requires  more  than  teaching  him  the  mere 
lang-uage,  he  must  be  made  an  American  at  heart. 

By  way  of  encouragement  in  Americanization  work,  it  must  be 
remembered  that  the  civilization  from  which  the  foreigner  ema- 
nates is  one  of  culture  and  that  within  him  are  noble  thoughts 
though  expressed  in  a  foreign  language.  He  has  a  love  for  music 
and  an  appreciation  of  art  which  is  equal  to  and  perchance  exceeds 
our  own.  All  of  these  are  favorable  conditions  which  bespeak  his 
response  to  Americanization  methods. 

The  consequences  of  a  disregard  of  making  over  the  newcomer 
goes  even  beyond  the  results  of  unrest.  The  foreigner  who  has 
resided  here  for  years  in  an  environment  that  seldom  brought  hira 
in  contact  with  American  principles  is  becoming  dissatisfied  with 
his  own  lot.  It  must  be  remembered  that  he  is  the  tonnage,  and 
not  the  brain  power  of  the  disrupted  industrial  life.  He,  himself, 
wearies  of  being  the  '*  blame  "  for  it  all.  Aside  from  this,  he  is 
combating,  and  in  his  own  way,  the  high  cost  of  living.  By  fnigal 
methods,  however,  the  most  of  them  have  saved  what  in  their  native 
land  would  make  them  a  man  of  means.  All  of  these  conditions, 
with  an  idea  that  the  war  has  changed  old  conditions  in  his  home 
land,  make  him  look  with  favor  on  returning. 

A  recent  statement  appearing  in  the  "  Providence  Magazine," 
official  publication  of  the  Providence,  R.  I.  Chamber  of  Commerce, 
emphasizes  this  necessity  of  Americanization  work  from  this 
viewpoint : 

"Already  it  is  known  that  through  Bolshevik  influences 
many  foreign-bom  residents  are  withdrawing  savings  bank 
deposits,  cashing  in  their  Liberty  Bonds  and  selling  their 
houses  obtained  only  through  years  of  toil ;  that  a  million  and 
a  half  are  bound  to  leave  the  country  and  that  they  would  take 
nearly  four  billion  dollars  with  them,  to  the  great  detriment 
of  our  industries  which  are  depending  upon  time  loans." 

Americanization  work  has  been  attempted  in  various  phases 
for  the  last  decade  or  so  in  St.  Louis,  and  its  practice  throughout 
the  country  has  especially  gained  momentum  following  the  armis- 
tice, because  our  present  state  of  affairs  is  a  warning  that  the 
un-Americanized  foreigner  is  a  liability  rather  than  an  asset.  Con- 
ditions will  regain  normality  with   greater  rapidity  under  the 


3784  CiTiZE^'sprip  Traixixg  ix  Other  States 

influence  of  an  Americanization  program  than  by  many  of  the 
high-sounding  theories  of  economists. 

National  unity  cannot  be  obtained  unless  the  light  of  education 
is  taken  to  the  foreigners,  that  they  might  think,  speak,  and  act  in 
terms  American.  AYhen  the  13,000,000  foreign-born  of  the  United 
States  have  been  imbued  with  the  ideals  of  our  own  liberty  loving 
people,  the  wire-haired  parlor  Bolshevists  will  be  patronizing  the 
"  Help  Wanted  ■'  columns. 

CiTY^s  Foreign  Population 

St.  Louis,  with  an  estimated  foreign  population  of  at  least 
145,000,  representing  twenty-eight  nationalities,  has  a  problem  in 
Americanization  that  is  gi-owing  daily,  and  one  which  should  com- 
mand the  attention  of  a  combined  movement  along  these  lines.  Our 
foreign-born  population  runs  about  17  per  cent,  and  our  population 
of  foreign-born  parents,  31  per  cent.  The  dire  need  of  this  Avork 
as  a  preservation  measure  makes  it  worthy  of  enlarged  central 
direction,  working  without  doubt  through  the  present  efficient 
agencies,  but  by  a  concentrated  plan  and  under  co-ordinated  direc- 
tions of  the  various  organizations  now  interested  in  this  movement. 
One  of  the  first  established  efforts  of  this  kind  is  under  the  aus- 
pices of  the  Industrial  Department  of  the  Young  Men's  Christian 
Association. 

During  the  winter  of  1914,  three  classes  for  foreigners  were 
established  in  what  is  commonly  known  as  "  Dago  Hill,"  more 
properly  the  Fairmont  District,  with  a  total  enrollment  of  fifty- 
four  Italians.  The  next  year  twenty-eight  classes  were  organized 
with  an  enrollment  of  760.  In  1916  there  were  thirty-seven 
classes,  total  amount  of  students  1,098.  There  are  at  present  about 
ninety-nine  classes  with  a  total  enrollment  of  1,889.  Aside  from 
this,  there  are  conducted  citizenship  classes,  which  have  an  average 
enrollment  of  1,134. 

During  1919  St.  Louis  gained  661  American  citizens  through 
naturalization  of  foreign-born.  There  are  on  hand  in  the  District 
Federal  Court  applications  for  "  petitions  for  second  papers " 
amounting  to  1,500. 

There  are  also  thirty  classes  for  instruction  of  foreign  mothers 
under  the  supervision  of  a  woman  secretary.  The  department 
keeps  in  touch  with  the  social  life  of  the  enrolled  students  and 
various  sorts  of  entertainments  and  celebrations  are  arranged. 


MissouEi  3785 

The  more  important  recent  development  of  this  work  has  been  a 
series  of  noon  meetings  in  the  larger  industrial  plants  of  the  city, 
at  which  time  a  practical  message  is  brought  to  the  worker,  both  for- 
eign-born and  native-born.  So  called  noon-hour  shop  meetings 
are  being  held  regularly  at  such  institutions  as  American  Brake 
Company,  Brown  Shoe  Company,  Monsanto  Chemical  ^^%rks, 
Medart  Patent  Pulley  Company,  Cupples  Company,  Century 
Electric  Company,  Quick  Meal  Stove  Company,  International 
Shoe  Company. 

Reach  Foeeignee  Theough  Industeies 

"  Plant  night  "  celebrations  have  been  held  by  employees  of  such 
firms  as  Cupples  Company,  Century  Electric  Company  and  Swift 
&  Company.  In  this  way  over  40,435  men  have  been  reached.  In 
this  respect,  the  "  Y "  Industrial  Department,  through  contact 
with  the  men,  has  brought  about  a  better  feeling  Ijetween  the 
employer  and  employee.  There  are  numerous  cases  on  record 
wherein  the  services  of  the  department  in  an  advisory  way  have 
been  effective  in  a  reduction  of  unrest  in  the  plant. 

Realizing  the  benefits  of  this  type  of  work  at  this  time,  the  '*  Y  " 
Industrial  Department  is  gradually  extending  its  efforts  to  bring 
the  employer  and  employees  into  closer  relationship. 

Han-y  ter  Braak,  a  member  of  the  Americanization  Committee 
of  the  Chamlber  of  Commerce  is  secretary  of  the  Industrial  Depart- 
ment of  the  Y.  M.  C.  A.  and  in  direct  charge  of  all  this  work. 
Ter  Braak,  himself  a  Hollander  by  birth,  understands  the  foreign- 
ers' initial  experiences  in  this  country  as  few  people  do ;  from  the 
time  they  leave  Xew  York  he  is  infomied  through  the  port  secre- 
taries of  the  "  Y  "  of  their  intended  aiTival  in  St.  Louis.  In  this 
manner  the  contact  with  this  helpful  agency  is  established  the 
minute  the  prospective  St.  Louisan  arrives  at  Union  Station. 

VOLUNTEEE   TeACHEES    CaEJIY    ON    WORK 

Working  under  the  secretary  is  a  corps  of  about  fifty  volunteer 
teachers,  some  of  them  plant  foremen  and  clerks  who  have  become 
interested  in  the  work  through  the  industrial  meetings.  These 
teachers  contribute  their  services  that  the  foreigners  enrolled  might 
gain  an  understanding  of  the  rudiments  of  the  English  language, 
the  basis  upon  which  his  entire  future  conception  of  America 
depends. 


3786  Citizenship  Tkainixg  in  Othek  States 

"  Through  a  knowledge  of  our  language,  institutions  and  ideals, 
we  seek  to  awaken  fidelity  to  their  adopted  land,"  says  Mr.  ter 
Braak.  "After  ten  years  in  the  closest  possible  contact  with  our 
foreign  population,  I  have  nothing  but  the  highest  regard  for  Ihem. 
The  more  I  circulate  among  them,  the  more  it  is  apparent  to  me 
that  all  difficulties  to  which  they  are  a  party,  must  be  largely  due 
to  misunderstanding  brought  about  by  their  lack  of  knowledge  of 
America  and  American  ideals. 

"  As  important  as  Americanization  work  is  recognized  to  be, 
people  have  given  very  little  constructive  thought  to  problems  that 
confront  us  in  blending  into  one  great  nation  with  one  common 
language  and  one  great  flag  these  people  with  many  different 
tongues  and  traditions.  Their  virtues  are  many  and  will  be  a  great 
asset  to  our  national  life,  but  we  must  direct  them  into  the  proper 
channels  of  patriotism  and  privilege  as  well  as  responsibility  of 
citizenship,  and  that  is  the  task  before  the  men  and  women  of 
America  today." 


Motion  Pictures  for  Use  in  Aimericanization  Work 

The  Chamber  of  Commerce  maintains  a  film  distribution  divi- 
sion as  part  of  the  Publicity  Bureau. 

There  is  on  hand  a  constant  supply  of  reels  on  interesting 
subjects,  sent  from  the  Bureau  of  Commercial  Economics, 
Washington,  D.  C. 

All  costs  of  repairing  and  hjindling,  aside  from  express  charges, 
are  paid  by  the  chamber.  There  is  a  brisk  demand  for  these  films 
from  all  over  the  southwest. 

St.  Louis  industries  desiring  to  hold  meetings  of  their  employees 
are  invited  to  make  use  of  the  Chamber's  free  film  service. 

Some  of  the  films  on  hand  today  are  as  follows: 

Group  1.  Expert  Rifie  Shooting;  Rebuilding  a  City  Cistern; 
Apple  Raising;  Terra  Cotta  Industry;  Olive  Industry;  How  Ex 
Lax  is  Made;  Making  a  Studebaker;  From  Wheat  to  Flour; 
Story  of  a  Grain  of  Wheat;  Manufacture  of  Paint  and  Varnish. 

Group  2.  Canning  Industry  in  California;  Making  Hawaaian 
Ukeleles;  Bank  in  Minneapolis;  Commonwealth  Steel  Company; 
How  to  Keep  Food  Hot  or  Cold;  American  Golden  Harvest; 
A  Chat  With  the  Old  Gentlemen  (2)  ;  Making  Paint  and  Var- 
nish; Construction  of  Bituminous  Macadam  (2)  ;  Mutton  Depart- 
ment; The  Man  He  Might  Have  Been. 


MissouKi  3Y87 

Group  3.  Diamond  Match  Co.;  Santa  Catalina  Islands — ■ 
Agricultural  College ;  Petrified  Forests  of  Arizona ;  Fighting 
the  Car  Shortage ;  From  Tea  Garden  to  Tea  Pot ;  Transformation 
of  a  Bale  of  Wool ;  Story  of  a  Typewriter ;  Concrete  on  the  Farm ; 
The  Spirit  of  '76 ;  Minneapolis. 

Group  4.  Denver;  Indianapolis;  St.  Paul;  British  Columbia; 
How  Canadians  Enjoy  Themselves;  San  Francisco;  Camp  Dix; 
Cincinnati ;  Trip  to  Hawaii ;  Baltimore. 

Group  5.  Trip  to  Durban  on  the  S.  A.  By. ;  U.  S.  Army 
Maneuvers;  A  Visit  to  American  Cities;  Grand  Canyon  of  Colo- 
rado; Glaciers  of  the  Canadian  Bockies;   Trip  to  Philadelphia. 

Group  6.  Trip  to  Detroit;  Trip  to  Xew  York;  Grape  Juice 
Industry  (2)  ;  Furnace  (2)  ;  Paper  Industry  (2)  ;  Soul  of  a 
Home  (2)  ;  The  All  Red  Boute  (2)  ;  Modern  Bailroading  (""A  ; 
Mussel  Shoals  :N'itrate  Plant;  Motor  Car  Industry  (2)  ;  Making 
of  Cordage  (3);  Sugar  Industry  (3);  IS'ational  Lead  Co.  (3); 
Making  Fine  Edged  Tools  (4). 

Group  7.  The  Fascinating  Art  of  Knitting;  Silk  In- 
dustry (2)  ;  The  Proper  Use  of  Proper  Tools  (2)  ;  Heads 
Win  (6)  ;  Who  Wakes  the  Bugler  (2)  ;  Wool  Industry;  For  the 
Common  Good  (3);  Colussus  of  Boads  (2);  Spirit  of 
Progi-ess  (3). 

Group  8.  How  to  Bun  a  Multigraph  (2)  ;  A  Story  of  a  Cup 
of  Tea;  Home  of  Printzess  Garments;  Story  of  a  Box  of  Candy; 
Road  Building  in  a  Military  Camp;  IS'orfolk;  Safety  First;  Trip 
to  the  Royal  Gorge;  Cleveland;  A  Visit  to  the  Nation's  Capitol. 

Group  9.  Elgin  Watch  Co.  (2)  ;  Story  of  Rubber  (3)  ;  Cot- 
ton Industiy  (3)  ;  Milk  Industry  (3)  ;  Condensed  Milk  Industry; 
Sheffield  Farms  Milk;  Making  of  Shells  (5");  Preparing  Men 
for  the  Xa-^w  (2)  ;  Money  Master  (5)  ;  Fixation  of  Atmospheric 
Xitrogen  (2)  ;  Between  Savage  and  Tiger  (4)  ;  From  Field  to 
Foot  (5). 

Arrange  your  meeting.  Pick  out  your  film  selections  and  call 
]\rain  4620,  Station  8.  Ask  for  Max  Silver,  in  charge  of  film 
distribution. 

Figures  in  parentheses  designate  number  of  reels  to  subject. 
Where  no  figure  is  shown  the  subject  is  one  reel. 


St.  Louis  Has  a  Foreign  Population  of  About  135,400 
Because  St.  Louis  in  common  represents  the  American  ideals 
for   which    the   average   immigrant   comes  to   this   country,  her 


3788  Citizenship  Training  in  Other  States 

foreign  population  is  large,  but  not  out  of  proportion  or  as  large 
as  many  other  large  American  communities. 

The  survey  which  the  Industrial  Department  of  the  Y.  M.  C.  A. 
made  in  1915  of  the  foreign  population  is  as  follows: 

Germans    47,775 

Russians    18,000 

Polish    18,000 

Bohemians 15,000 

Hungarians 8,758 

Ukrainians    3,000 

Slovaks    2,700 

Greeks   2,300 

Croatians 2,300 

Koumanians    2,000 

Servians 2,000 

Turks  —  Euroi)e 1,775 

Lithuanians 1,700 

Swedes 1,300 

French 1,218 

Italians   1,200 

Ruthenians   1,100 

Swiss , 1,100 

Turks  —Asia    830 

Belgians    500 

Danes    475 

China-born    450 

Spanish 400 

Montenegrins 275 

Mexicans 250 

!N"orwegians 245 

Bulgarians 200 

Central  Americans 100 

Born  at  sea 83 

South  Americans   75 

Cubans    70 

Luxemburg   65 

Portuguese    65 

Finlanders 50 

Japanese 45 

135,404 


w 


9 


CHAPTER   XXIV 

Montana 
MiNA  Petrashek,  Deputy  Superintendent  of  Public  Instruction. 
Letter,  October  28,  1919.     Bulletin,  "School  Laws  of  the 
State  of  Montana,  June,  1919." 

1.    State  Legislation  —  Compulsion  for  Minors  and  for  Minors  of 

Employment  Age 

School  Laius.     Chapter  XI.     "  Compulsory  Attendance." 

1100.  Compulsory  attendance.  Excuses. — All  parents,  guard- 
ians and  other  persons  who  have  care  of  children  shall  instruct 
them,  or  cause  them  to  be  instructed,  in  reading,  spelling,  writing, 
language,  English  grammar,  geography,  history  and  civics,  physi- 
ology and  hygiene  and  arithmetic.  Every  parent,  guardian  or 
other  person  having  charge  of  any  child  between  the  ages  of  eight 
and  fourteen  years  shall  send  such  child  to  a  public,  private  or 
parochial  school,  for  the  full  time  that  the  school  attended  is  in 
session,  which  shall  in  no  case  be  less  than  sixteen  weeks  during 
any  current  year,  and  said  attendance  shall  begin  within  the 
first  week  of  the  school  term,  unless  the  child  is  excused  from  such 
attendance  by  the  superintendent  of  the  public  schools,  in  city  and 
other  districts  having  such  superintendent,  or  by  the  clerk  of  the 
board  of  trustees  in  districts  not  having  such  superintendent,  or 
by  the  principal  of  the  private  or  parochial  school,  upon  satis- 
factory showing  either  that  the  bodily  or  mental  condition  of  the 
child  does  not  permit  of  his  attendance  at  school,  or  that  the  child 
is  being  instructed  at  home  by  a  person  qualified  in  the  opinion 
of  the  superintendent  of  schools  in  city  or  other  districts  having 
such  superintendent,  or  the  clerk  of  the  board  of  trustees  in  dis- 
tricts not  having  such  superintendent,  to  teach  the  branches  named 
in  this  section ;  provided,  that  the  county  superintendent  may 
excuse  children  from  attendance  upon  such  schools  where  in  his 
judgment  the  distance  makes  such  attendance  an  undue  hardship. 
In  case  the  county  superintendent,  city  superintendent,  principal 
or  clerk  refuses  to  excuse  a  child  from  attendance  at  school,  an 
appeal  may  be  taken  from  such  decision  to  the  district  court  of 
the  county,  upon  giving  a  bond,  within  ten  days  after  such  refusal, 
to  the  approval  of  said  court,  to  pay  all  costs  in  the  appeal,  and  the 
decision  of  the  district  court  in  the  matter  shall  be  final.  All 
children  between   the   ages   of   fourteen   and   sixteen   years,   not 

[3789] 


3790  Citizenship  Training  in  Other   States 

engaged  in  some  regular  employment,  shall  attend  school  for  the 
full  term  during  which  the  school  of  the  district  in  which  they 
reside  is  in  session  during  the  school  year,  unless  excused  for  the 
reason  above  named.  Any  parent,  guardian,  or  other  person  hav- 
ing the  care  or  custody  of  a  child  between  the  ages  of  eight  and 
fourteen  years,  who  shall  fail  to  comply  with  the  provisions  of 
this  section,  shall  be  deemed  guilty  of  a  misdemeanor,  and  upon 
conviction  thereof  shall  be  lined  not  loss  than  $r>  nor  more  than 
$20. 

1101.  Employment  of  Children  Under  Sixteen  Prohibited. — 
No  child  under  sixteen  years  of  age  shall  be  employed  or  be  in  the 
employment  of  any  person,  firm,  company  or  corporation  during 
the  school  term  and  while  the  public  schools  are  in  session  in  the 
district  in  which  such  child  lives,  unless  such  child  shall  present 
to  such  person,  firm,  company  or  corporation  an  age  and  schooling 
certificate.  An  age  and  schooling  certificate  shall  be  issued  by 
the  city  superintendent  of  schools  or  principal  of  schools,  or  by 
some  person  duly  authorized  by  him,  and  in  districts  not  having 
a  city  superintendent  or  principal  by  the  county  superin- 
tendent of  schools,  upon  satisfactory  proof  that  such  child 
is  of  the  age  of  sixteen  years  or  over,  or  that  such  child  has 
successfully  completed  the  eighth  grade  as  the  same  is  designated 
and  determined  by  the  state  board  of  education ;  provided,  how- 
ever, that  in  case  the  wages  of  any  child  over  fourteen  years  of 
age  are  necessary  to  the  support  of  the  family  of  such  child,  the 
city  superintendent  of  schools,  or  principal  of  schools,  or  county 
superintendent,  as  the  case  may  be,  may,  upon  production  of  satis- 
factory evidence  that  the  wages  of  such  child  are  necessary  to  the 
support  of  the  family,  issue  a  certificate  permitting  the  employ- 
ment of  such  child.  The  age  and  schooling  certificate  shall  be 
formulated  by  the  superintendent  of  public  instruction  and  blank 
certificates  furnished  by  the  clerk  of  the  board  of  trustees.  Every 
person,  firm,  company  or  corporation  employing  any  child  under 
sixteen  years  of  age  shall  exact  the  age  and  schooling  certificate,  or 
the  certificate  permitting  the  employment  of  such  child,  prescribed 
in  this  section,  and  shall  upon  the  request  of  the  truant  officer 
or  other  authorized  person  by  school  trustees,  permit  him  to 
examine  such  age  and  schooling  certificate.  When,  however, 
employment  of  such  child  ceases,  the  employer  shall  promptly 
return  to  the  city  superintendent  of  schools,  or  principal  of  schools, 
or  county  superintendent  of  schools,  of  such  district  where  said 


Montana  .  3791 

child  resides,  the  age  and  schooling  certificate  or  certificate  per- 
mitting the  employment  of  such  child.  Any  person,  firm,  com- 
pany or  corporation  employing  any  child  contrary  to  the  pro- 
visions of  this  chapter  shall  be  fined  not  less  than  twenty-five  dol- 
lars ($25)  nor  more  than  fifty  dollars  ($50)  for  each  and  every 
offense;  provided,  however,  nothing  in  this  act  shall  be  construed 
to  interfere  with  the  employment  of  a  child  during  the  time 
school  is  not  actually  in  session. 

Approved  February  24,  1919. 

1102.  Employment  of  Children  Between  Fourteen  and  Sixteen. 
• — All  minors  over  the  age  of  fourteen  and  under  the  age  of  sixteen 
years,  who  cannot  read  and  write  the  English  language,  shall  be 
required  to  attend  school  as  provided  in  Section  1100  of  this  chap- 
ter; and  all  provisions  of  said  section  shall  apply  to  said  minors; 
provided,  that  such  attendance  shall  not  be  required  of  such 
minors  after  they  have  secured  a  certificate  from  the  superintend- 
ent of  schools  in  districts  having  superintendents,  or  the  clerk 
of  the  board  of  trustees  in  districts  not  having  superintendents, 
that  they  can  read  and  write  the  English  language.  jSTo  person, 
company  or  corporation  shall  employ  any  such  minor  during  the 
time  schools  are  in  session,  or  having  such  minor  in  their  employ 
shall  immediately  cease  such  employment,  upon  notice  from  the 
truant  officer  who  is  hereinafter  provided.  Every  person,  com- 
pany or  corporation  violating  the  provisions  of  this  section  shall 
be  fined  not  less  than  twentv-five  nor  more  than  fiftv  dollars  for 
each  and  every  offense. 

2.  State  legislation  —  Flag's 

ScJiPol  Laivs.      Chapter  V.      "School  Trustees."      Section  508. 
"Duties." 

Every  school  board  unless  otherwise  specially  provided  by  law 
shall  have  power  and  it  shall  be  its  duty: 

21.  To  procure  by  purchase  or  donation  and  to  cause  to  be  dis- 
played daily  in  suitable  weather,  an  American  flag,  with  accom- 
panying necessary  fixtures,  for  each  and  every  schoolhouse  in 
their  respective  districts.  Said  flags  shall  be  of  dimensions  not 
less  than  four  by  six  feet  and  shall  be  made  from  durable  material. 
The  School  Trustees  are  hereby  authorized  and  empowered  to  use 
such  portion  of  the  school  funds  as  remain  in  Iheir  hands  and 
which  is  not  otherwise  appropriated  for  the  purchase  and  erection 
of  fixtures. 


3792  Citizenship  Training  in  Other  States 

3.    Citizenship  Training  Through  Public  Schools 
School  Laws.     Chapter   V.     ''School   Trustees."     Section  508. 
"Duties." 

Every  school  board  unless  otherwise  specially  provided  by  law 
shall  have  power  and  it  shall  be  its  duty : 

4.  Night  schools. —  The  trustees  shall  have  power  to  organize 
and  maintain  outside  of  the  regular  school  hours,  special  sessions 
of  the  public  schools  whenever  in  their  judgment  such  sessions  are 
necessary.  They  shall  determine  what  subjects  shall  be  taught, 
and  shall  make  all  necessary  rules  and  regulations  for  such 
sessions,  including  the  terms  of  admission  of  pupils.  Such 
schools  shall  be  free  to  all  eligible  pupils  of  the  district  and  the 
expense  of  maintenance  shall  be  paid  out  of  the  general  school 
funds  of  the  district. 

School  Laws.     "Americanization  Schools."     (See  p.  72.) 
A  Bill  for  an  Act  Entitled:   "An  Act  Providing  for  the  Establish- 
ment of  Americanization  Schools  in  the  Several  School  Dis- 
tricts of  the  State." 

Be  it  enacted  by  the  Legislative  Assembly  of  the  State  of 
Montana: 

Section  1.  The  board  of  tnistees  of  the  several  school  districts 
in  the  State  of  Montana  are  hereby  vested  with  power  and 
authority  to  establish  and  maintain  Americanization  schools  for 
all  mentally  normal  persons  over  the  age  of  sixteen  (16)  years, 
in  which  schools  there  shall  be  taught  the  following  subjects: 
Reading  and  writing  the  English  language,  American  history  and 
the  principles  of  citizenship,  and  any  other  school  subjects  which 
the  school  trustees  deem  necessary  for  the  Americanization  of  the 
students  enrolled. 

Section  2.  In  districts  of  the  first  (1st)  and  second  (2nd)  classes 
having  a  superintendent  of  schools  of  the  district,  the  course  of 
study  shall  be  approved  by  such  superintendent  of  schools.  In  all 
other  districts  the  course  of  study  shall  be  approved  by  the  county 
superintendent  and  the  superintendent  of  public  instruction. 

Section  3.  The  board  of  trustees  of  any  two  (2)  or  more  school 
districts  may  combine  in  establishing  and  maintaining  such  Amer- 
icanization school,  and  the  expenses  thereof  shall  be  borne  by  such 
school  districts  in  proportion  to  the  number  of  students  enrolled 
from  each  district. 


Montana  3793 

Section  4'.  The  expenses  of  sneh  Americanization  schools  shall 
be  paid  out  of  the  funds  provided  for  by  section  2002  of  Chapter  76 
of  the  Session  Laws  of  the  Thirteenth  Legislative  Assembly. 

Section  5.  The  board  of  trustees  of  any  school  district  is  hereby 
authorized  to  perform  anv  and  all  acts  which  mav  be  necessary 
for  the  purpose  of  carrying  this  Act  into  effect,  and  for  the  further 
purpose  of  obtaining  the  benefits  of  any  appropriation  which  may 
be  made  by  the  Federal  Government  for  similar  purposes. 

Section  6.  All  acts  and  parts  of  acts  in  conflict  herewith  are 
hereby  repealed. 

Section  7.  This  act  shall  be  in  full  force  and  effect  from  and 
after  its  passage  and  approval. 

Approved,  February  21,  1919. 


CHAPTER    XXV 

Nebraska 

W.  H.  Clemons,  State  Superintendent  of  Public  Instruction,  Lin- 
coln. Letter,  October  29,  1919.  Bulletin,  "  N'ew  School 
Laws,  passed  bv  the  Thirty-seventh  Session  of  the  Nebraska 
Legislature." 

1.  State  Legislation  —  Compulsion  for    Minors    and   for   Minors   of 

Employment  Age 

New  School  Laws. 

Section  6924.  In  school  districts  other  than  city  and  metropoli- 
tan city  school  districts,  every  person  having  a  legal  or  actual 
charge  or  control  of  anv  child  or  children  or  vouth  not  less  than 
seven  nor  more  than  sixteen  years  of  age  shall,  during  each  school 
vear  between  the  second  Mondav  of  Julv  and  the  last  Mondav  of 
June  following,  cause  such  child  or  children  or  youth  to  attend  the 
public,  private,  denominational  or  parochial  day  school  for  a 
period  of  not  less  than  twelve  weeks,  and  if  the  public  day  school 
of  the  school  district  in  which  the  person  or  persons,  having  charge 
or  control  of  such  child  or  children  or  youth,  may  reside  shall  be  in 
session  during  the  school  year  between  the  second  Monday  of  July 
and  the  last  Monday  of  June  following,  more  than  twelve  weeks, 
then  the  person  having  legal  control  of  such  child  or  children  or 
youth  shall  cause  each  of  them  to  attend  such  public,  private, 
denominational  or  parochial  day  school  not  less  than  two-thirds  of 
the  entire  time  the  public  schools  shnll  be  in  session  during  the 
school  year  as  aforesaid;  and  in  no  case  shall  such  attendance  be 
for  a  less  period  than  twelve  weeks.  In  city  and  metropolitan  city 
school  districts  every  person  residing  within  such  school  district, 
who  has  legal  or  actual  charge  or  control  of  any  child  or  children  or 
youth  not  less  than  seven  nor  more  than  sixteen  years  of  age,  shall 
cause  such  child  or  children  or  youth  to  attend  the  public,  private, 
denominational  or  parochial  day  school  for  the  fnll  period  of  enr-h 
school  year  in  which  the  public  day  schools  of  such  school  district 
are  in  session.  The  portion  of  this  article  requiring  attendance  in 
public,  private,  denominational  or  parochial  day  school  shall  not 
apply  in  cases  where  the  child  or  youth,  being  of  the  age  of  fourteen 
years,  is  legally  and  rogulnrly  employed  for  his  own  support  or  the 
support  of  those  actually  dependent  upon  him.  or  in  case  where  the 
child  or  youth  is  physically  or  mentally  incapacitated  for  the  work 

[  37-94] 


Nebraska  3795 

done  in  the  schools,  or  in  any  case  v.'here  the  child  or  youth  lives 
more  than  two  miles  from  the  school  by  the  nearest  practicable 
traveled  road  unless  free  transportation  to  and  from  snch  school 
is  furnished  to  such  child  or  youth.  In  case  exemption  is  claimed 
on  account  of  mental  or  physical  incapacity,  the  school  authorities 
shall  have  the  right  to  employ  a  physician  or  physicians  who  shall 
have  authority  to  examine  such  child  or  vouth,  and  if  such  uhvsi- 
eian  or  physicians  shall  declare  that  such  child  or  youth  is  capable 
of  undertaking-  the  work  of  the  schools,  then  such  child  or  youth 
shall  not  be  exempt  from  the  requirement  of  this  article.  In  case 
exemption  is  claimed  and  granted  on  account  of  a  child  or  youth 
of  the  age  of  fourteen  years  being  legally  and  regularly  employed 
for  his  own  support  or  the  support  of  those  dependent  upon  him, 
such  child  or  youth  may,  in  the  discretion  of  those  charged  with 
the  enforcement  of  this  article,  be  required  to  attend  a  public, 
private  denominational  or  parochial  evening  school  for  not  less 
than  two  hours  each  school  day  and  not  less  than  three  days  each 
week  for  a  school  year  of  not  less  than  twenty  weeks.  All  persons 
of-  from  seven  to  eighteen  years  of  age  who  are  residents  of  this 
state  and  who  by  reason  of  partial  or  total  blindness  or  deafness 
are  unable  to  obtain  an  education  in  the  public,  private,  denomina- 
tional or  parochial  schools  of  this  state,  shall  under  the  provisions 
of  this  article  be  required  to  attend  the  Institute  for  the  Blind  or 
the  School  for  the  Deaf,  unless  such  persons  are  being  privately  or 
otherwise  educated  or  unless  they  are  not  subject  for  admission  to 
the  Deaf  and  Dumb  and  Blind  Institute  of  the  State  of  Nebraska. 
It  is  hereby  made  the  duty  of  each  teacher  in  all  of  the  public, 
private,  denominational  and  parochial  schools  of  this  state  to  keep 
a  record  showing  the  name  and  age  of  the  children  enrolled,  the 
number  of  the  school  district  in  which  said  school  is  located  and 
the  county  of  their  residence,  the  number  of  days  each  pupil  was 
present  and  the  number  of  days  absent,  and  at  the  end  of  each 
month  of  school  to  make  and  furnish  a  report  to  the  County  Super- 
intendent and  a  duplicate  thereof  to  the  director  or  secretary  of  the 
school  district  in  which  such  child  or  children  reside,  on  blanks  to 
be  furnished  or  prescribed  by  the  State  Superintendent  of  Public 
Instruction,  which  report  shall  cover  said  items  of  record  as  above, 
except  that  in  such  districts  organized  under  the  provisions  of 
Articles  XXII,  XXIII,  XXIV  of  this  Chapter,  such  report  shall 
be  made  to  the  Superintendent  of  the  city  school  of  such  district. 
It  is  hereby  made  the  duty  of  such  county  or  city  superintendent. 


8796  CiTiZEiv'SHip  Training  in  Other  States 

upon  the  receipt  of  the  report  for  the  first  month  of  school  in  the 
district  and  in  each  two  weeks  thereafter,  to  compare  such  reports 
with  the  last  census  report  on  file  in  his  office  from  such  district 
and  prepai-e  a  list  of  all  children  or  youth  resident  in  such  district 
who  are  not  receiving  instruction,  as  in  this  article  provided,  and 
to  transmit  the  list  to  the  officer  or  officers  in  such  district  whose 
duty  it  is  to  enforce  the  provisions  of  this  article.  All  private, 
denominational  and  parochial  schools  in  the  State  of  Nebraska  and 
all  teachers  employed  or  giving  instruction  therein  shall  be  subject 
to  and  governed  by  the  provisions  of  the  general  school  laws  of  the 
state  so  far  as  the  same  apply  to  grades,  qualification  and  certifica- 
tion of  teachers  and  promotion  of  pupils.  All  private,  denomina- 
tional and  pai'ochial  schools  shall  have  adequate  equipment  and 
supplies  and  shall  be  graded  the  same  and  shall  have  courses  of 
study  for  each  grade  conducted  therein  substantially  the  same  as 
those  given  in  the  public  schools  where  the  children  attending 
would  attend  in  the  absence  of  such  private,  denominational  or 
parochial  schools. 

2.   State  Legislation  —  English  Language 

New  School  Laws,  page  32. 

A  bill  for  an  act  relating  to  the  teaching  of  foreign  languages  in 
the  State  of  Nebraska. 

Be  it  Enacted  hy  the  People  of  the  State  of  Nebraska: 

Section  1.  No  person,  individually  or  as  a  teacher,  shall,  in  any 
private,  denominational,  parochial  or  public  school,  teach  any  sub- 
ject to  any  person  in  any  other  language  than  the  English  language. 

Section  2.  Languages,  other  than  the  English  language,  may 
be  taught  as  languages  only  after  a  pupil  shall  have  attained  and 
sucxiessfully  passed  the  eighth  grade  as  evidenced  by  a  certificate  of 
graduation  issued  by  the  county  superintendent  of  the  county  in 
which  the  child  resides. 

Section  3.  Any  person  who  violates  any  of  the  provisions  of  this 
act  shall  be  deemed  guilty  of  a  misdemeanor  and  upon  conviction 
shall  be  subject  to  a  fine  of  not  less  than  Twenty-five  dollars  ($25"), 
not  more  than  One  Hundred  Dollars  ($100)  or  be  confined  in  the 
county  jail  for  any  period  not  exceeding  thirty  days  for  each 
offense. 

Section  4.  Whereas,  an  emergency  exists,  this  act  shall  be  in 
force  from  and  after  its  passage  and  approval. 


^Rebraska  3797 

3.  Mr.  W.  H.  Clemmons,  State  Superintendent  of  Public  Instruction, 
in  His  Letter  of  October  29,  1919,  Comments  on  the  Above  Law 
as  Follows: 

"  I  think  the  great  mistake  of  our  public  school  system  is 
that  we  permit  any  foreign  language  taught  in  our  high 
schools.  It  is  time  enough  for  foreign  languages  to  be  learned 
when  the  child  enters  higher  institutions  of  learnino:.  We  are 
strongly  emphasizing  Roosevelt  Americanization  Day  in  the 
State  of  Nebraska." 


CHAPTER   XXVI 

Nevada 

W.  J.  Hunting,  Superintendent  of  Public  Instruction,  Carson 
City.  Letter,  ISFovember  10,  1919.  Extracts  from  "  School 
Laws  of  Xevada." 

1.  State  Legislation — Compulsion  for  Minors 

School  Code  of  Nevada,  1919 

CHAPTER  16.— COMPULSORY  EDUCATION 

Valid  Excuses  for  Non-attendance. 

Section  203.  Each  parent,  guardian,  or  other  person  in  the 
state  of  Nevada,  having  control  or  charge  of  any  child  between 
the  ages  of  eight  and  sixteen  years,  shall  be  required  to  send  such 
child  to  a  public  school  during  the  time  in  which  a  public  school 
shall  be  in  session  in  the  school  district  in  which  said  child 
resides;  but  such  attendance  shall  be  excused: 

1.  When  satisfactory  evidence  is  presented  to  the  board  of 
trustees  of  the  school  district  in  which  such  child  resides,  that  the 
child's  bodily  or  mental  condition  is  such  as  to  prevent  or  render 
inadvisable  attendance  at  school,  or  application  to  study.  A 
certificate  from  any  reputable  physician  that  the  child  is  not  able 
to  attend  school,  or  that  its  attendance  is  inadvisable,  must  be 
taken  as  satisfactory  evidence  by  any  such  board. 

2.  When  the  child  has  already  completed  the  eight  grades  of 
the  prescribed  grammar-school  course; 

3.  When  satisfactory  evidence  is  presented  to  the  board  of 
trustees  that  the  child  is  being  taught  in  a  private  school,  or  by 
a  private  tutor,  or  at  home,  by  any  person  capable  of  teaching 
in  such  branches  as  are  usually  taught  in  the  primary  and  gram- 
mar schools  of  this  state; 

4.  When  satisfactory  evidence  is  presented  to  the  board  of 
trustees  that  the  child's  labor  is  necessary  for  its  own  or  its 
parent's  support; 

5.  When  the  deputy  superintendent  shall  determine  that  the 
child's  residence  is  located  at  such  distance  from  the  public 
school  as  to  render  attendance  impracticable  or  unsafe. 

[37981 


Xevada  3799 

Employment  of  Children  Prohibited  in  Certain  Cases  —  Limited 

in  Others- — Penalties 

An   act   regulating   the   employment   of   children    and   providing 

penalties  for  the  violation  of  the  provisions  of  said  act. 

Approved,  March  25,  1913. 

No  Child  Under  14  to  Labor  During  School  Hours. 

Section  1.  It  shall  be  unlawful  for  any  person,  firm,  or  cor- 
poration to  employ  any  child  under  fourteen  (14)  years  of  age 
in  any  business  or  service  whatever  during  the  hours  in  which  the 
public  schools  of  the  district,  in  which  the  child  resides,  are  in 
session. 

Child  Under  16  Shall  Never  ^^'or^c  in  Certain  Callings. 

Section  2.  No  child  under  the  age  of  sixteen  (16)  years  shall 
be  employed,  permitted,  or  suffered  to  work  in  any  capacity  in, 
about,  or  in  connection  with  the  preparing  of  any  composition  in 
which  dangerous  or  poisonous  acids  are  used,  manufacture  of 
paints,  colors,  or  white  lead ;  dipping,  drying,  or  packing  matches ; 
manufacture  of  goods  fur  immoral  purpot^es;  nor  in,  about  or  in 
connection  with  any  mine,  coal  breaker,  quarry,  smelter,  ore- 
ri'duction  works,  laundry,  tobacco  warehouses,  cigar  factory,  or 
other  factory  where  tobacco  is  manufactured  or  prepared,  dis- 
tillery, brewery  or  any  other  establishment  where  malt  or  alco- 
holic liquors  are  manufactured,  packed,  wrapped  or  bottled;  nor 
in  any  other  employment  declared  by  the  state  board  of  health 
to  be  dangerous  to  life  or  limbs,  or  injurious  to  the  health  or 
morals  of  children  under  the  age  of  sixteen  (16). 

State  Board  of  Health  to  Decide  as  to  Injurious  Callings. 

Section  3.  The  state  board  of  health  mav  from  time  to  time 
determine  whether  or  not  any  particular  trade,  process  of  manu- 
facture, or  occupation  ...  is  sufficiently  dangerous  to  the 
lives  or  limbs,  or  injurious  to  the  health  or  morals,  of  minors  under 
sixteen  (16)  years  of  age  employed  therein  to  justify  their  exclu- 
sion therefrom,  and  may  prohibit  their  employment  therein. 

Dudes   of  Superintendent   of  Public  Instruction,   Inspector,   or 

School  Officer. 

Section  4.  The  state  superintendent,  or  other  authorized  inspec- 
tor or  school  attendance  officer,  shall  make  demand  on  an  employer 
in  or  about  whose  place  or  establishment  a  child  apparently  under 


3800  Citizenship  Training  in  Othek  States 

the  age  of  fourteen  (14)  years  is  employed,  or  permitted  or  suf- 
fered to  work,  during  the  hours  in  which  public  schools  of  the 
district  are  in  session;  that  such  employer  shall  either  furnish 
him  within  ten  (10)  days  satisfactory  evidence  that  such  child  is 
in  fact  over  fourteen  (14)  years  of  age,  or  shall  cease  to  employ, 
or  permit  or  suffe'r  such  child  to  work. 

Other  Callings  Where  Child  Under  16  Cannot  Work. 

Section  5.  No  child  under  the  age  of  sixteen  (16)  years  shall  be 
employed,  permitted,  or  suffered  to  work  in,  about,  or  in  con- 
nection with  glass  furnaces,  smelters,  or  ore-reduction  works,  in 
the  outside  erection  and  repair  of  electric  wires,  in  the  running  or 
management  of  elevators,  lifts,  or  hoisting  machines,  in  oiling 
hazardous  or  dangerous  machinery  in  motion,  at  switch  tending, 
gate  tending,  track  repairing,  as  brakeman,  fireman,  engineer, 
motorman,  conductor  upon  any  railroads,  in  or  about  any  estab- 
lishments where  nitroglycerine,  dynamite,  dual  in,  guncotton,  gun- 
powder, or  other  high  or  dangerous  explosives  are  manufactured, 
compounded,  or  stored ;  nor  in  any  other  employment  declared  by 
the  state  board  of  health  to  be  dangerous  to  their  lives  or  limbs, 
or  injurious  to  the  health  or  morals,  of  children  under  the  age  of 
sixteen  (16)  years. 

State  Health  Board  to  Decide  What  Are  Injurious  Callings. 

Section  6.  The  state  board  of  health  may  from  time  to  time 
determine  whether  or  not  any  particular  trade,  process  of  manu- 
facture, or  occupation,  or  any  particular  method  of  carrying  on 
such  trade,  process  of  manufacture,  or  occupation  is  sufficiently 
injurious  to  the  lives  or  limbs,  or  injurious  to  the  health  or 
morals,  of  the  minor  under  the  age  of  sixteen  (16)  years, 
employed  therein  to  justify  their  exclusion  therefrom,  and  may 
prohibit  their  employment  therein. 

Messengers  Must  Be  Over  18  When  Employed  at  Night  Work 

Section  7.  In  incorporated  cities  and  towns  no  person  under 
the  age  of  eighteen  (18)  years  shall  be  employed  or  permitted  to 
work  as  a  messenger  for  a  telegraph  or  messenger  company  in  the 
distribution,  transmission,  or  delivery  of  goods  or  messages,  before 
5  o'clock  in  the  morning,  or  after  10  o'clock  in  the  evening  of  any 
day. 


Nevada  3801 

I'Jiyht  Hours  a  Day's  Work  for  Children  —  Exception 

Section  8.  No  boy  under  the  age  of  sixteen  (16)  years  and  no 
girl  under  the  age  of  eighteen  (18)  years  shall  be  employed  or  per- 
mitted or  suffered  to  work  at  any  gainful  occupation,  other  than 
domestic  service  or  work  on  a  farm  more  than  forty-eight  hours 
in  any  one  week,  nor  more  than  eight  hours  in  any  one  day.  The 
presence  of  a  child  in  any  establishment  during  working  hours 
shall  be  prima  facie  evidence  of  its  employment  therein. 

Penalties  for  Violation  of  Act 

Section  9.  Whoever  employs  any  child,  and  whoever,  having 
under  his  control  as  parent,  guardian,  or  otherwise,  any  child, 
permits  or  suffers  any  child  to  be  employed  or  work  in  violation 
of  any  of  the  provisions  of  this  act,  shall  for  such  offense  be  fined 
not  less  than  five  ($5)  dollars  nor  more  than  two  hundred  ($200) 
dollars  or  to  be  imprisoned  for  not  less  than  ten  (10)  days  nor 
more  than  thirty  (30)  days,  or  both,  in  the  discretion  of  the  court. 

Other  Penalties 

Section  10.  Whoever  continues  to  employ  any  child  in  viola- 
tion of  any  of  the  provisions  of  this  act,  after  being  notified  there- 
of by  a  school  attendance  officer,  or  other  authorized  officer,  shall, 
for  every  day  thereafter  that  such  employment  continues,  be  fined 
not  less  than  five  ($5)  dollars  nor  more  than  twenty  ($20) 
dollars. 

From  Revised  Laws  of  1912 
Mendicant,  Immoral,  etc..  Occupations 

Section  6823.  Every  person  who  shall  employ,  or  cause  to  be 
employed,  exhibit,  or  have  in  his  custody  for  exhibition  or  employ- 
ment, any  minor  actually  or  apparently  under  the  age  of  eighteen 
years;  and  every  parent,  relative,  guardian,  employer,  or  other 
person  having  the  care,  custody,  or  control  of  any  such  minor, 
who  shall  in  any  way  procure  or  consent  to  the  employment  of 
such  minor  — 

1.  In  begging,  receiving  alms,  or  in  any  mendicant  occupation; 
or 

2.  In  any  indecent  or  immoral  exhibition  or  practice;  or 

3.  In  any  practice  or  exhibition  dangerous  or  injurious  to  life, 
limb,  health,  or  morals ;  or 

4.  As  a  messenger  for  delivering  letters,  telegrams,  packages, 
or  bundles  to  any  l:ouse  of  prostitution  or  assignation  —  shall  be 
guilty  of  a  misdemeanor. 


3802  Citize:\'Ship  Teaining  in   Othek  States 

Age  Limit 

Section  6824.  Every  person  who  shall  employ,  and  every  par- 
ent, guardian,  or  other  person  having  the  care,  custody,  or  control 
of  such  child,  who  shall  permit  to  be  employed,  by  another,  any 
male  child  under  the  age  of  fourteen  years  or  any  female  child 
under  the  age  of  sixteen  years  at  any  labor  whatever,  in  or  in  con- 
nection with  any  store,  shop,  factory,  mine,  or  any  inside  employ- 
ment not  connected  with  farm  or  house  work,  without  a  written 
permit  therefor  from  a  judge  of  the  district  court  of  the  county 
wherein  such  child  may  live,  shall  be  guilty  of  a  misdemeanor. 

Cojnpulsory  Atteyidance 
An  act  compelling  attendance  of  children  at  schools  where  tuition, 
lodging,  food  and  clothing  are  furnished  at  the  expense  of  the 
United  States,  and  repealing  all  acts  and  parts  of  acts  in  con- 
flict herewith. 

Approved,  March  28,  1919,  334. 

Attendance  of  Certain  Government  Wards  at  Certain  U.  S. 
Schools  Made  Compulsory. 
Section  1.  That  whenever  the  government  of  the  United  States 
erects,  or  cauees  to  lie  erected  and  maintained,  a  school  for  general 
educational  purposes,  within  the  state  of  Nevada,  and  the  expense 
of  the  tuition,  lodging,  food  and  clothing  of  the  pupils  therein  is 
borne  by  the  United  States,  it  shall  be  compulsory  on  the  part  of 
every  parent,  guardian  or  other  person  in  the  state  of  Nevada 
having  control  of  a  child  or  children  between  the  ages  of  eight  and 
twenty  years,  eligible  to  attend  said  school,  to  send  such  child  or 
children  lo  said  school  for  a  period  of  ten  months  in  each  year,  or 
during  the  entire  annual  term;  provided,  that  in  case  the  govern- 
ment of  the  United  States  does  not  make  provision  for  the  free 
transportation  of  said  child  or  children  from  their  homes  to  said 
school,  then,  he,  she  or  they  shall  not  be  liable  to  the  provisions  of 
this  act,  unless  they  reside  less  than  ten  miles  from  such  school. 

Superintendent  of  Said  School  to  Make  Demand  On  Persons  Hav- 
ing Charge  of  Said  Children. 
Section  2.     It  shall  be  the  duty  of  all  principals  or  superinten- 
dents of  the  school  or  schools  mentioned  in  this  act,  before  attempt- 
ing to  enforce  the  provisions  of  this  act,  hereinafter  mentioned,  to 


Nevada  3803 

serve,  or  cause  to  be  served,  a  demand  for  the  attendance  of  certain 
children  naming  or  otherwise  identifying  them,  and  also  designat- 
ing the  school  to  which  their  attendance  is  required,  upon  the 
parent,  guardian,  or  other  person  having  charge  of  said  child  or 
children  as  may  be  eligible  to  attend  said  school  over  which  he  has 
charge,  and  such  parent,  guardian  or  other  person  having  charge 
of  said  child  or  children  shall  have  two  days  to  either  deliver  said 
child  or  children  at  said  school  ...  if  more  than  ten  miles 
distant  from  the  residence  of  said  child  or  children,  or  to  furnish 
satisfactory  proof  that  the  bodily  or  mental  condition  of  such  child 
or  children  is  such  as  to  prevent  his  attendance,  or  cause  him  or 
them  to  be  ineligible  for  enrollment. 

Legal  Action,  When 

Section  3.  If,  at  the  expiration  of  two  days  after  such  notice  or 
demand,  the  parents,  guardian,  or  other  person  having  charge  of 
said  child  or  children  shall  have  failed  or  refused  to  comply  with 
said  notice,  the  principal  or  superintendent  shall  take  action  to 
compel  compliance  with  this  act. 

Penalty  for  Guilty  Parent  or  Guardian 

Section  4.  Any  parent  or  guardian,  or  other  person  having 
control  or  charge  of  any  child  or  children,  failing  to  comply  with 
the  provisions  of  this  act,  shall  be  deemed  guilty  of  a  mis- 
demeanor, and  shall  be  liable  to  a  fine  of  not  less  than  ten  dollars 
($10)  nor  more  than  fifty  dollars  ($50),  or  imprisonment  in  the 
county  jail  not  less  than  five  days  nor  more  than  twenty-five  days 
for  the  first  oft'ense ;  and  for  each  subsequent  offense  said  parent, 
guardian  or  other  person  shall  be  liable  to  a  fine  of  not  less  than 
twenty-five  dollars  ($25)  or  more  than  fifty  dollars  ($50),  or  to 
imprisonment  in  the  county  jail  not  less  than  twelve  days  or  more 
than  twenty-five  days;  provided,  that  another  proceeding  may  be 
begun  at  the  expiration  of  three  days  after  each  refusal  of  said 
parent,  guardian  or  other  person  to  comply  with  the  demand  of 
said  principal  or  superintendent. 

Peace  Officers  to  Assist 

Section  5.  It  shall  be  the  duty  of  all  sheriffs,  constables,  police- 
men, town  and  city  marshals  in  the  state  to  assist  principals  and 
superintendents  of  schools  in  carrying  out  the  provisions  of  this 
act. 


3804  Citizenship  Teaining  in  Other  States 

Penalty  for  Intei'ference 

Section  6.  Any  person  or  persons  who  shall  directly  or  in- 
directly persuade,  advise  or  intimidate  in  any  manner  the  parent 
or  guardian  of  any  child  or  children  coming  under  the  provisions 
of  this  act  from  complying  with  the  demand  of  a  principal  or 
superintendent  of  a  school  who  is  endeavoring  to  carry  out  the 
provisions  of  this  act,  shall  be  guilty  of  the  same  offense  and  shall 
be  subject  to  the  same  fines  and  punishments  as  the  parent  or 
guardian ;  provided,  that  this  section  shall  not  apply  to  the 
atto'-ney  or  legal  adviser  of  any  parent  or  guardian  giving  advice 
in  his  legal  capacity. 

Runaways  May  Be  Sent  to  School  of  Industry 

Section  T.  Any  inmate  of  any  such  school  who  runs  away  there- 
from shall  be  deemed  a  truant  therefor  and  may  be  committed  to 
the  Xevada  school  of  industry  upon  application  to  the  district 
court  of  the  county  within  which  such  school  is  located. 

Repeal 

Section  8.  All  acts  and  parts  of  acts  in  conflict  with  this  act 
are  hereby  repealed. 

Civic  and  Physical  Training  in  Schools 
An  act  to  provide  for  civic  and  physical  training  and  instruction 
in  the  high  schools  of  Nevada,  and  matters  properly  connected 
therewith. 

Approved  March  21,  1917. 

High  School  Oncers  to  Provide  For 

Section  1.  It  is  hereby  made  the  duty  of  all  school  officers  in 
control  of  public  high  schools  in  the  state  of  Xevada  to  provide  for 
courses  of  instruction  designed  to  prepare  the  pupils  for  the  duties 
of  citizenship,  both  in  time  of  peace  and  in  time  of  war.  Such 
instruction  shall  include:  (1)  physical  training  designed  to 
secure  the  health,  vigor,  and  physical  soundness  of  the  pupil;  (2) 
instruction  relative  to  the  duties  of  citizens  in  the  service  of  their 
countr)\  It  shall  be  the  aim  of  such  instruction  to  inculcate  a  love 
of  country  and  a  disposition  to  serve  the  country  effectively  and 
loyally. 

Special  Teacher,  When 

Section  2.  All  boards  of  education  or  boards  of  school  trustees 
of  countv  or  district  high  schools  offering  a  four-year  high-school 


Nevada  3805 

course  are  hereby  empowered  to  employ  teachers  of  physical  train- 
ing who  shall  devote  all  or  part  of  their  time  to  physical  instruc- 
tion for  both  boys  and  girls. 

2.    State  Legislation  —  Compulsion  for  Minors  of  Employment  Age 

Nevada  School  Code,  1919 

Part-Time  Schools 
An  act  to  provide  for  the  establishment  of  part-time  schools  and 
classes  and  to  compel  attendance  of  minors  upon  such  schools 
and  classes. 

Approved  March  25,  1919,  148. 

Part-Time  Schools  Provided  For 

Sectio]!  1.  The  school  board  of  any  school  district  in  which 
there  shall  reside  or  be  employed,  or  both,  not  less  than  fifteen 
children  over  fourteen  years  of  age  and  less  than  eighteen  years  of 
age  who  have  entered  upon  employment,  shall  establish  part-time 
schools  or  classes  for  such  employed  children. 

Education  for  Employed  Children 

Section  2.  A  part-time  school  or  class  established  in  ac-cord- 
ance  with  the  terms  of  this  act  shall  provide  an  education  for 
children  who  have  entered  employment  which  shall  be  either  sup- 
plemental to  the  work  in  which  they  are  engaged,  continue  their 
general  education,  or  promote  their  civic  and  vocational  intelli- 


gence. 


Certain  Children  Must  Attend  School 

Section  3.  All  children  of  the  state  shall  attend  school  until 
the  age  of  eighteen  unless  they  are  employed  and  are  excused  from 
attendance  in  accordance  with  terms  of  subdivisions  1,  3,  and  5  of 
section  203,  chapter  133,  Statutes  of  1911. 

Certificates  Presented  to  Employer 

Section  4.  The  school  board  of  any  school  district,  or  person  or 
persons  designated  by  them,  shall  issue  to  any  child  over  the  age  of 
fourteen  years  a  certificate  giving  the  age  of  the  child  as  it  appears 
upon  the  register  of  the  school  which  he  has  been  attending,  the 
grade  which  he  has  attained,  and  his  place  of  residence,  which 
certificate  shall  be  presented  by  him  to  the  employer  of  any 
minors. 


3806  CiTizEJiTSHiP  Training  in  Other  States 

Employer  to  Keep  List  of  Children  Employed 

Section  5.  The  employer  of  any  minors  under  eighteen  years 
of  age  shall  keep  a  list  of  minors  so  employed  and  shall  keep  on 
file  the  certificate  issued  by  the  school  authorities,  and  shall  notify 
the  school  board  of  the  district  in  which  the  child  last  attended 
school  of  such  employment.  Upon  the  discharge  of  any  such 
employed  minor,  the  employer  shall  return  within  ten  days  the 
certificate  issued  bv  the  board  of  education,  to  the  school  board 
issuing  such  certificates. 

Whev  School  Board  Excused  from  Esfahlishing  Part-Time 
Schools 
Section  6.  Whenever  any  school  board  shall  deem  it  inexpedient 
to  organize  part-time  schools  or  classes  for  employed  minors,  it 
shall  state  the  reasons  for  such  inexpediency  in  a  petition  to  the 
state  director  for  vocational  education,  and  when  the  state  board 
for  vocational  education,  upon  the  recommendation  of  the  state 
director,  shall  judge  such  reasons  to  he  valid,  the  school  board  shall 
be  excused  from  the  establishment  of  such  part-time  schools  or 
classes, 

Part-Time  Schools  in  Session  at  Least  Four  Hours  Per  WeeJc 

Section  7.  Part-time  schools  or  classes  established  in  accor- 
dance with  the  provisions  of  this  act  shall  be  in  session  not  less 
than  four  hours  a  week  between  the  hours  of  8  a.  m,  and  6.  p.  m. 
during  the  number  of  weeks  which  other  public  schools  are  main- 
tained in  the  district  establishing  such  part-time  schools  or  classes. 

State  Board  to  Make  Rules 

Section  8,  The  state  board  for  vocational  education  shall 
establish  rules  and  regulations  governing  the  organization  and 
administration  of  part-time  schools  and  classes,  and  shall  expend 
from  the  funds  appropriated  for  the  promotion  of  vocational  edu- 
cation such  sums  of  money  as  are  necessary  for  the  proper  enforce- 
ment of  this  act. 

School  Hours  Run  as  Part  of  Legal  Employment  Hours 

Section  9.  Whenever  the  numl)er  of  hours  for  which  a  child 
over  fourteen  years  and  less  than  eighteen  years  of  age  may  be 
employed  shall  be  fixed  by  federal  or  state  law,  the  hours  of 
attendance  upon  a  part-time  school  or  class  organized  in  accord- 


Nevada  3807 

ance  with  the  terms  of  this  act  shall  be  counted  as  a  part  of  the 
number  of  hours  fixed  for  legal  employment  by  federal  or  state 
laws. 

Parents,    Guardians,    etc..    Must    Send    Children    to    Part-Time 
School 

Section  10.  Every  parent,  guardian  or  other  person  in  the  state 
of  Nevada,  having  control  of  any  child  or  children  between  and  in- 
cluding the  ages  of  fifteen  and  seventeen  and  at  work,  shall  be 
required  to  send  such  child  or  children  to  a  part-time  school  or 
class,  whenever  there  shall  have  been  such  part-time  school  or  class 
established  in  the  district  where  the  child  resides  or  may  be 
employed  unless  excused  in  accordance  with  the  provisions  of  sec- 
tion three  of  this  act. 

Peiialty  for  Culpable  Parent  or  Guardian 

Section  11.  In  case  any  parent,  guardian  or  other  person  in  the 
state  of  Nevada  having  control  or  charge  of  any  child  or  children 
between  and  including  the  ages  of  fifteen  and  seventeen  shall  fail 
to  comply  with  the  provisions  of  this  act,  he  shall  be  deemed  guilty 
of  a  misdemeanor  and  shall,  on  conviction  thereof,  be  subject  to  a 
fine  of  not  less  than  ten  dollars  ($10)  nor  more  than  one  hundred 
dollars  ($100),  or  by  imprisonment  in  the  county  or  city  jail  not 
less  than  two  nor  more  than  ten  days,  or  by  both  such  fine  and 
imprisonment  at  the  discretion  of  the  court. 

Penalty  for  Culpable  Employer 

Section  12.  Any  person,  firm  or  corporation  employing  a  child 
between  the  ages  of  fourteen  and  eighteen  years  shall  permit  the 
attendance  of  such  child  upon  a  part-time  school  or  class  when- 
ever such  part-time  school  or  class  shall  have  been  established  in 
the  district  where  the  child  resides  or  may  be  employed,  and  any 
person,  firm  or  corporation  employing  any  child  over  fourteen 
and  less  than  eighteen  years  of  age  contrary  to  the  provisions  of 
this  act  shall  be  subject  to  a  fine  of  not  less  than  ten  dollars  ($10) 
nor  more  than  one  hundred  dollars  ($100)  for  each  separate 
offense. 

Truant  Officers  to  Enforce  Law 

Section  13.  The  ofiicers  charged  by  the  law  with  responsibility 
for  the  enforcement  of  the  attendance  upon  regular  public  schools 
of  children  over  eight  years  of  age  shall  also  be  charged  with  the 


3808  Citizenship  Teaining  in  Other   States 

responsibility  for  enforcement  of  attendance  upon  part-time 
schools  and  classes  of  children  over  fourteen  and  less  than  eigh- 
teen years  of  age,  in  accordance  with  the  terms  of  this  act. 

Districts  to  Be  Reimbursed  for  50  per  cent  of  Expenses 

Section  14.  Whenever  any  part-time  school  or  class  shall  have 
been  established  in  accordance  with  the  provisions  of  this  act  with 
the  rules  and  regulations  established  by  the  state  board  for  voca- 
tional education,  and  shall  have  been  approved  by  the  state  board 
for  vocational  education,  the  district  shall  be  entitled  to  reimburse- 
ment for  the  expenditures  made  for  the  salaries  of  teachers  and 
co-ordinators  of  such  part-time  school  or  class  for  not  less  than 
fifty  per  cent  of  the  moneys  expended,  such  reimbursement  to  be 
made  from  federal  and  state  funds  available  for  the  promotion  of 
vocational  education. 

In  Effect  September  1,  1919 

Section  15.  This  act  shall  be  in  full  force  and  effect  on  and 
after  September  1,  1919,  and  shall  refer  only  to  the  establishment 
of  part-time  schools  or  classes  for  minors  under  eighteen  years  of 
age  who  are  issued  permits  to  enter  upon  employment  after  that 
date. 

Fines  Go  to  State  Permanent  School  Fund 

Section  16.  All  fines  collected  under  the  provisions  of  this  act 
shall  be  paid  into  the  permanent  school  fund  of  the  state. 

3.  State  Legislation  —  Flags 
Nevada  School  Code,  1919 
Chapter  8.  Section  113.  Boards  of  school  trustees  in  all  school 
districts  throughout  the  state  shall  provide  for  their  respective 
schoolhouses  a  suitable  flag  of  the  United  States,  which  shall  be 
hoisted  on  the  respective  schoolhouses  on  all  suitable  occasions.  , 
The  respective  boards  of  trustees  are  hereby  authorized  and  directed 
to  cause  said  flags  to  be  paid  for  out  of  any  county  school  money 
in  their  respective  school  district  funds  not  required  for  regular 
expenses.  If  the  trustees  in  any  school  district  fail  or  neglect  to 
provide  such  flag,  the  deputy  superintendent  of  public  instruc- 
tion shall  himself  provide  the  school  with  a  flag  and  shall  install 
the  same  upon  the  schoolhouse,  and  shall  pay  the  expenses  in- 
curred in  such  action  by  drawing  his  order  on  the  county  auditor, 
and  the  county  auditor  shall  draw  his  warrant  on  the  county 
treasurer  in  pavment  of  same 


Nevada  8809 

The  State  Fldg 
Section  114.  The  official  flag  of  the  state  of  Nevada  is  hereby 
created,  to  be  designed  of  the  following  colors,  with  the  following 
lettering  and  devices  thereon,  to  wit :  The  body  of  the  flag  ^hall 
be  of  solid  blue.  On  the  blue  field,  and  in  the  center  thereof, 
shall  be  placed  the  great  seal  of  the  state  of  Nevada,  as  the  same 
is  designed  and  created  by  section  4402,  revised  laws,  1912 ; 
il^e  design  of  said  seal  tu  be  in  scroll  border,  and  the  words  "  The 
Great  Seal  of  the  State  of  Nevada  "  to  be  omitted.  Immediately 
above  the  seal  shall  be  the  word  "  Nevada,"  in  silver-colored  block 
Roman  capital  letters.  Immediately  below  the  seal,  and  in  the 
form  of  a  scroll,  shall  be  the  words  "All  For  Our  Country,"  in 
gold-colored  block  Roman  capital  letters.  Above  the  word 
"  Nevada "  there  shall  be  placed  a  row  of  eighteen  gold-colored 
stars,  and  below  the  words  "All  For  Our  Country  "  there  shall  be 
placed  a  row  of  eighteen  silver-colored  stars.  Each  star  shall 
have  five  points  and  shall  be  placed  with  one  point  up.  As 
enacted,  Stats.  1915,  251,  252. 

4.  State  Legislation  —  Facilities  for  Adults 
Nevada  School  Code,  1919 
An   act    to  provide   for   the  establishment   of   Evening   Schools. 

Approved  March  24,  19'17. 

Evening  Schools  Authorized. 

Section  1.  The  state  superintendent  of  public  instruction, 
shall  authorize  any  local  board  of  school  trustees  to  establish  even- 
ing schools  in  any  school  district  whenever  fifteen  or  more  bona- 
fide  applicants  residing  therein  shall  petition  him  in  writing  for 
same.  Such  schools  shall  be  oj)en  to  native  and  foreign-born 
youths  and  adults,  and  the  courses  of  instruction  therein  given 
shall  be  approved  by  the  state  board  of  education. 

Board  of  Trustees  to  Employ  Teachers. 

Section  2.  The  board  of  trustees  in  any  district  in  which  such 
evening  school  is  held  shall  employ  the  necessary  teachers  tliere- 
for;  and  said  board  shall  also  provide  suitable  rooms  with  ade- 
quate lighting  and  heating.  Teachers  employed  in  such  evening 
schools  must  hold  legal  certificates  for  corresponding  work  in  the 
public  day  schools,  or  special  evening-school  certificates,  which 
are  hereby  authorized,  from  the  state  board  of  education. 

119 


8810  Citizenship  Tkaining  in  Other  States 

Number  of  Teachers  Limited  —  Compensation 

Section  3.  No  more  than  one  teacher  shall  be  employed  for 
each  fifteen  persons  enrolled  in  any  such  evening  school.  At  the 
end  of  each  school  month  the  board  of  trustees  having  charge 
thereof  shall  certify  the  month's  enrollment  and  average  nightly 
attendance  to  the  state  superintendent  of  public  instruction.  The 
state  of  Nevada  shall  pay  said  teachers  at  the  rate  of  not  more 
than  one  dollar  per  hour  of  actual  teaching  in  said  evening  schools, 
or  not  more  than  forty  dollars  per  month ;  provided,  that  when 
the  average  monthly  attendance  falls  below  ten  students  per 
teacher  a  sufficient  number  of  teachers  must  be  retired  to  maintain 
such  an  average. 

Appropriation,  $10,000 

Section  4.  The  sum  of  ten  thousand  dollars  is  hereby  appro- 
priated from  the  state  school  fund  to  carry  out  the  provisions  of 
this  act;  and  claims  against  said  appropriation  shall  be  paid  as 
other  claims  against  the  state  are  paid,  upon  certificate  by  the 
state  superintendent  of  public  instruction. 

Indebtedness,  How  Paid 

Section  5.  On  written  orders  of  a  board  of  school  trustees 
having  established  an  evening  school,  the  county  auditor  shall 
issue  warrants  upon  the  county  treasurer  for  the  payment  of 
just  claims  for  equipment  and  maintenance,  and  for  additional 
salary  of  teachers  in  amounts  not  to  exceed  those  paid  such  teach- 
ers by  the  state,  all  of  which  claims  are  hereby  made  just  and 
legal  charges  against  the  general  fund  of  the  county ;  and  the 
county  treasurer  is  hereby  authorized  and  directed  to  pay  the  same. 

All  Subjects;  Except   Foreign  Languages,  Must   he  Taught  in 

English  Langimge 
An  act  to  prohibit  the  teaching  of  any  subject  or  subjects  other 
than  foreign  languages  in  the  public  or  private  schools  in  the 
State  of  Nevada  except  in  the  English  language,  and  to  provide 
a  penalty  for  the  violation  thereof. 

Approved  March  27,  1919,  247 

Section  1.  It  shall  be  unlawful  for  any  board  of  school  trus- 
tees, regents,  or  board  of  education,  or  for  any  teacher  or  other 


Nevada  .  3811 

person  teaching  in  the  public  or  private  schools  in  the  State  of 
Nevada,  to  cause  to  be  taught  or  to  teach  any  subject  or  subjects, 
other  than  foreign  languages,  in  the  public  or  private  schools  in 
the  state  of  Nevada  in  any  language  except  English. 

§  2.  Any  school  board,  regents,  trustees,  teacher  or  other  per- 
son violating  the  provisions  of  section  one  of  this  act  shall  be 
subject  to  a  fine  of  not  less  than  one  hundred  dollars  ($100)  nor 
more  than  five  hundred  dollars  ($500)  for  the  first  offense,  and 
not  less  than  two  hundred  and  fifty  dollars  ($250)  nor  more  than 
one  thousand  dollars  ($1,000)  for  any  subsequent  offense  or 
offenses,  or  in  lieu  of  said  fine  the  court  may  confine  said  person 
or  persons  violating  section  one  of  this  act  in  the  county  jail  for 
not  less  than  thirty  (30)  days  or  more  than  one  year. 

5.    State  Legislation  —  Teacher  Requirements 
Nevada  School  Code,  1919 

All  Teachers  Must  Be  United  States  Citizens 

An  act  empowering  the  superintendent  of  public  instruction, 
regents  of  the  state  university,  and  school  trustees  to  dismiss 
certain  employees,  and  forbidding  them  to  engage  or  employ  in 
the  educational  department  in  a  professional  manner  any  per- 
son other  than  a'citizen  of  the  United  States,  and  prohibiting 
the  state  controller  and  county  auditors  from  issuing  any  war- 
rants to  any  person  other  than  a  citizen  of  the  United  States, 
and  providing  a  penalty  therefor. 

Approved  March  26,  1915,  427 

School  Teachers  to  he  Citizens 

Section  1.  From  and  after  the  passage  of  this  act,  the  superin- 
tendent of  public  instruction,  regents  of  the  state  university,  and 
school  trustees  are  hereby  empowered  and  required  to  dismiss  any 
teacher,  instructor,  instructress,  professor,  or  president  employed 
in  the  educational  department  of  this  state,  who  is  not  a  citizen 
of  the  United  States;  or  Who  has  not  declared  his  or  her  intentions 
to  become  a  citizen. 

Educational  Oficers  Not  to  Employ  Noncitizens 

Section  2.  It  shall  be  unlawful  for  the  superintendent  of 
public  instruction,  regents  of  the  state  university,  or  school  trus- 
tees  to  engage   or  hire   any   president,   superintendent,   teacher. 


3812  CiTizEiS'^SHip  Tkainii^g  in  Other  States 

instructor,  instructress,  or  professor  in  any  of  the  educational 
departments  of  this  state  who  is  not  a  citizen  of  the  United 
States. 

Disbursing  Officers  Not  to  Pay  Noncitizens 

Section  3.  It  shall  be  unlawful  for  the  state  controller  or 
countv  auditors  to  issue  any  warrants  to  any  teacher,  instructor, 
instructress,  professor,  superintendent,  or  president  in  any  of  the 
educational  departments  of  this  state  who  is  not  a  citizen  of  the 
United  States,  or  who  has  not  complied  with  the  provisions  of 
section  one  of  this  act 

Penalty  for  Violation 

Section  4.  Any  person  who  violates  section  three  of  this  act 
and,  upon  conviction  in  any  court  of  competent  jurisdiction,  his 
or  her  bondsmen  shall  be  held  in  the  penal  sum  of  one  thousand 
dollars  for  the  first  offense,  and  for  each  and  every  subsequent 
offense  they  shall  be  held  in  the  penal  sum  of  twenty-five  hundred 
dollars,  to  be  paid  into  the  treasury  of  the  state  of  Nevada,  or 
county  treasury,  as  the  case  may  be. 

Conflicting  Acts  Repealed 

Section  5,  All  acts  and  parts  of  acts  in  conflict  with  the  pro- 
visions of  this  act  are  hereby  repealed. 

Teachers  to  Take  Official  Oath  —  Form  of  Oath. 

Section  38.  Each  and  every  teacher  employed  in  this  state, 
whose  compensation  is  payable  out  of  the  public  funds,  shall  take 
and  subscribe  to  the  oath  as  prescribed  by  the  fifteenth  article  of 
the  state  constitution  before  entering  upon  the  discharge  of  the 
duties  of  such  teacher.  Such  oath,  when  so  taken  and  subscribed 
to,  shall,  if  that  of  a  teacher  in  the  state  university,  be  filed  in  the 
office  of  the  board  of  regents,  if  of  any  other  class  of  teachers,  the 
same  shall  be  filed  in  the  office  of  the  superintendent  of  public 
instruction. 

The  oath  is  as  follows : 

I, ,  do  solemnly  swear  (or  affirm)  that  I  will 

support,  protect  and  defend  the  constitution  and  government  of 
the  United  States,  and  the  constitution  and  government  of 
the  state  of  ii^evada,   against  all  enemies,  whether  domestic  or 


Nevada  3813 

foreig-n,  and  tliat  I  will  bear  true  faith,  allegiance,  and  loyalty  to 
the  same,  any  ordinance,  resolution  or  law  of  any  state  convention 
or  legislature  to  the  contrary  notwithstanding.  And  further, 
that  I  will  well  and  faithfully  perform  all  the  duties  of  teacher 
on  which  I  am  about  to  enter  (if  an  oath)  ''  so  help  me  God;"  (if 
an  affirmation)  "  under  the  pains  and  penalties  of  perjury." 

Sworn  and  subscribed  to  before  me  a   of  the 

county  of and  State  of  Xevada,  this  ....   day 

of \nuo  Domini  19 ...  . 

6.    Citizenship  Training  Through  Public  Schools 

School  Laws  of  Nevada,  Pages  156,  157.     Chapter  on  Evening 
Schools. 

Evening  Schools  Authorized 

Section  1.  The  state  superintendent  of  public  instruction  shall 
authorize  any  local  board  of  school  trustees  to  establish  evening 
schools  in  any  school  district  whenever  fifteen  or  more  bona  fide 
applicants  residing  therein  shall  petition  him  in  wi'iting  for  same. 
Such  schools  shall  be  open  to  native-  and  foreign-born  youths 
and  adults,  and  the  courses  of  instruction  therein  given  shall  be 
approved  by  the  state  board  of  education. 

Board  of  Trustees  to  Employ  Teachers 

Section  2.  The  board  of  trustees  in  any  district  in  which  such 
evening  school  is  held  shall  employ  the  necessary  teachers  therefor; 
and  said  board  shall  also  provide  suitable  rooms  with  adequate 
lighting  and  heating.  Teachers  employed  in  such  evening  schools 
must  hold  legal  certificates  for  corresponding  work  in  the  public 
day  schools,  or  special  evening  school  certificates,  which  are  hereby 
authorized,  from  the  state  board  of  education. 

Number  of  Teachers  Limited  —  Compensation 

Section  3.  Xo  more  than  one  teacher  shall  be  employed  for  eac-h 
fifteen  persons  enrolled  in  any  such  evening  school.  At  the  end 
of  each  school  month  the  board  of  trustees  having  charge  thereof 
shall  certify  the  month's  enrollment  and  average  nightly  attend- 
ance to  the  state  superintendent  of  public  instruction.  The  State 
of  jSTevada  shall  pay  said  teachers  at  the  rate  of  not  more  than  $1 
per  hour  of  actual  teaching  in  said  evening  schools,  or  not  more 
than  $40  per  month;  provided,  that  when  the  average  monthly 
attendance  falls  below  ten  students  per  teacher  a  sufiicient  number 
of  teachers  must  be  retired  to  maintain  such  an  average. 


3814  Citizenship  Training  in  Other  States 

Appropriation  $10,000 

Section  4.  The  sum  of  $10,000  is  hereby  appropriated  from 
the  state  school  fund  to  carry  out  the  provisions  of  this  act,  and 
claims  against  said  appropriation  shall  be  paid  as  other  claims 
against  the  state  are  paid,  upon  certificate  by  the  state  superin- 
tendent of  public  instruction. 

Indebtedness,  How  Paid 
Section  5.  On  written  orders  of  a  board  of  school  trustees  hav- 
ing established  an  evening  school,  the  county  auditor  shall  issue 
warrants  upon  the  county  treasurer  for  the  payment  of  just  claims 
for  equipment  and  maintenance,  and  for  additional  salary  of 
teachers  in  amounts  not  to  exceed  those  paid  such  teachers  by  the 
state,  all  of  which  claims  are  hereby  made  just  and  legal  charges 
against  the  general  fund  of  the  county;  and  the  county  treasurer 
is  hereby  authorized  and  directed  to  pay  the  same. 

7.  Letter  from  W.  J.  Hunting,  Superintendent  of  Public  Instruction, 
Carson  City,  November  10,  1919 : 

"Under  the  auspices  of  the  Y.  W.  C.  A.,  through  the 
efforts  of  Miss  Walkinshaw,  a  survey  has  been  made  of  the 
counties  in  which  we  have  the  denser  foreign  population 
(not  very  dense  as  compared  with  most  states).  We  hope 
some  way  may  be  found  by  which  the  Y.  W.  C.  A.  workers 
may  get  in  touch  with  foreign  women  in  their  homes.  This 
is  the  hardest  part  of  the  foreign  Americanization  work,  and 
only  by  wise,  tactful,  experienced  workers  can  the  women 
be  reached.  I  should  be  glad  to  learn  of  means  that  you 
have  found  available, 

"  I  think  great  pains  should  be  taken  to  see  that  the  highest 
type  of  American  public  school  work  is  done  in  the  districts 
having  large  foreign  population.  I  am  informed  that  there 
is  a  tendency  to  allow  teachers  of  less  professional  attainment 
and  of  poorer  professional  idealism  to  have  charge  of  schools 
in  the  congested  foreign  districts.  Wliile  the  public  schools 
cannot  do  all  that  Americanization  demands,  it  is  absolutely 
fatal  to  such  a  program  to  permit  inferior  teachers  to  have 
charge  of  such  school  children." 

8.  Quotations  from  Nevada  Educational  Bulletin 
The  following  brief  articles  taken  from  the  November,  1919, 
issue  of  the  "  Nevada  Educational  Bulletin,"  published  by  the 
State  Department  of  Education,  describe  certain  phases  of  Ameri- 


ISTevada  3815 

canization  -work  in  Nebraska  which  are  indicative  of  the  spirit  of 
the  entire  work. 

"  In  the  co-operation  between  the  District  Court  and  the 
public  schools,  in  Washoe  County,  a  great  big  step  in 
Nevada's  Americanization  program  has  been  taken.  The 
following  circular  has  been  instruin,ental  in  helping  to 
enroll  over  100  persons  in  the  Americanization  course  in 
the  night  school  in  Kcno.  Under  the  Evening  School  Act 
funds  are  available  from  state  and  county  for  this  and 
similar  evening  sch(x)l  work.  Carson  City,  Lovelock,  and 
Eeno  also  have  evening  schools  of  vocational  type.  In  what 
other  places  is  this  interest  rising,  not  only  for  vocational 
evening  school,  but  for  the  naturalization  work  ?  " 

"October  22,  1919. 
"  To  Those  Seeking  Naturalization: 

"  The  records  at  the  Washoe  County  courthouse  indicate  that 
you  are  getting  ready  for  naturalization  in  order  to  become  a  citizen 
of  this  country.  The  State  of  Nevada  approves  of  youi  effort,  and 
through  the  Eeno  schools,  the  state  and  county  are  providing  for  a 
night  school  to  be  held  Monday,  Tuesday,  and  Thursday  nights  of 
each  week  at  the  Eeno  high  school,  in  order  to  help  you  to  prepare 
for  naturalization.  The  courts  are  taking  the  position  that  final 
papers  of  naturalization  will  not  be  granted  in  any  community  in 
which  night  school  is  held  unless  applicant  attends  the  school  and 
makes  a  sincere  effort  to  prepare  for  naturalization ;  and  when  you 
come  before  the  court  for  your  final  papers  the  court  will  ask  you 
whether  or  not  you  have  attended  night  school,  and  how  long  and 
where,  and.  will  also  require  the  school  to  furnish  a  record  of  your 
attendance. 

"  We  are  glad  to  inform  you  that  there  will  be  no  charge  for 
instruction  or  tuition  at  this  night  school  to  be  held  at  the  Reno 
high  school.  Instruction  will  be  given  concerning  the  Constitution 
«>f  the  United  States,  the  duties  and  privileges  of  good  citizenship, 
the  laws  of  naturalization,  reading  and  writing  in  the  English 
language,  and  a  number  of  other  subjects,  all  of  which  will  be  open 
to  you.  You  are  earnestly  requested  to  be  present  for  enrollment 
at  the  high  school  building  at  7  o'clock  on  the  evenings  of  Monday, 
October  27,  Tuesday,  October  28,  and  Thursday,  October  30. 

"  Respectfully  yours, 

"B.   D.   BlLLITvTGTrURST, 

"  Superinteivdent  Row  Schools." 


3S16  CiTIZEXSHIP    TRAINING    IN    OtHER    StATES 

THE  MEANING  OF  AMEKICA 
"  When  you  say  '  an  American,'  what  do  you  mean?  Do  you 
mean  a  person  of  English  blood  ?  The  Americans  without  Eng- 
lish blood  axe  vastly  more  numerous  than  those  whose  ancestors 
were  English.  'American  '  is  a  term  which  has  no  relation  to 
blood.  You  may  be  of  pure  German  blood,  and  yet  be  a  real 
American.  You  may  be  of  pure  Irish  blood,  and  yet  be  a  real 
Ajjierican.  You  may  be  of  Russian,  Hebrew,  Italian,  Polish, 
French,  Belgian,  or  Austrian  blood,  and  yet  be  as  real  an  American 
as  if  your  ancestors  had  come  to  this  country  on  board  the  May- 
flower, or  had  fought  with  Washington  to  create  the  Republic  or 
later  with  Lincoln  to  save  it.  There  are  more  than  26,000,000 
people  in  the  United  States  today  who  were  born  in  other  countries, 
or  whose  parents  were  foreign-born.  Each  and  every  one  of  these 
is  or  may  easily  become  a  real  American  if  he  has  but  the  spirit 
of  loyalty  to  the  ideals  which  have  made  this  nation  out  of  many 
races. 

"  My  country  is  not  stone  and  wood, 

And  soil  producing  waving  corn; 
Its  essence,  human  brotherhood, 

No  matter  where  a  man  was  born. 
Brother  !     Speak,  what'er  your  race, 

Heart  that  beats  in  freedom's  cause, 
Head  that  bows  to  freedom's  laws, 
IVfy  country  is  your  native  place. 
Brother."    Speak,  what'er  your  race!" 

"  In  inos)  iinfions  the  race  tie  is  the  idea  at  the  basis  of  political 
unity.  In  ciich  of  them  one  race  so  far  outnumbers  all  other  races 
that  thf  national  name  implies  a  blood  kinship  of  its  citizens. 
But  in  nni'  nation,  in  the  United  States,  the  tie  is  not  of  blood,  but 
of  belief  in  an  ideal  of  liberty;  therefore,  race  does  not  count  in 
<letermining  whether  or  not  one  is  an  American.  In  that  respect 
America  is  unique  among  great  independent  nations?" 

The  above  quotation  from  Robert  McElroy  not  only  sounds  well, 
not  only  gives  to  the  real  American  a  genuine  thrill,  but  it  means 
a  sobering  sense  of  responsibility.  Native-born  and  naturalized 
alike  must  accept  our  ideals.  That  calls  for  education,  not  only  in 
our  schools  but  in  our  community  life. 


CHAPTER    XXVII 
New  Hampshire 


1.  State  Legislation  —  Minors  Between  Sixteen  and  Twenty-one 

School  Laws  of  1919.     Section  14,  Section  15  and  Section  17. 

Section  14.  Every  person  between  sixteen  and  twenty-one  years 
of  age  who  cannot  read  and  speak  English  understandingly  shall, 
unless  excused  by  the  commissioner  of  education,  or  by  such  per- 
son as  he  miay  designate,  attend  an  evening  or  special  day  school, 
if  one  is  maintained  by  the  district  in  which  he  or  she  either  resides 
or  is  employed,  until  he  or  she  has  completed  the  minimum  course 
of  studies  prescribed  by  the  state  board. 

Section  15.  Any  school  district  may  maintain  an  evening  school 
as  a  part  of  its  public  school  system,  and  every  district  in  which 
reside  or  are  employed  fifteen  or  more  persons  between  the  ages  of 
sixteen  and  twenty-one  years  who  cannot  read  and  speak  the  Eng- 
lish language  understandingly,  shall  maintain  an  evening  or 
special  day  school  for  the  purpose  of  carr^dng  into  effect  the  pro- 
visions of  this  act  for  such  time  in  each  year  and  under  such  con- 
ditions and  with  such  exceptions  as  the  board  may  prescribe. 

Section  17.  JSTo  person  or  corporation  shall,  after  October  1, 
1919,  employ  a  person  between  sixteen  and  twenty-one  years  of 
age  who  resides  or  is  employed  in  a  district  maintaining  an  even- 
ing or  special  day  school,  as  prescribed  in  section  14,  who  cannot 
read  and  speak  English  understandingly,  unless  he  or  it  procures 
and  keeps  on  file  in  a  place  readily  accessible  to  all  authorized 
inspectors  a  certificate  of  the  superintendent  of  schools  for  the  dis- 
trict in  which  he  or  she  is  employed,  showing  that  he  or  she  is 
enrolled  in  such  evening  or  special  day  schools  and  that  his  or  her 
conduct  and  attendance  are  satisfactory ;  or  a  certificate  that  he  or 
she  has  been  excused  from  attending  such  a  school  for  a  rc^ason 
satisfactory  to  the  commissioner  of  education,  or  to  such  person 
as  he  may  designate. 

2.  State  Legrislation  —  Adults 

School  Laws  of  1919.     Section  16. 

Section  16.  Every  school  district  in  which  reside  or  are 
employed  twenty  or  miore  persons  above  the  age  of  twenty-one 
years,  who  cannot  read  and  speak  the  English  language  understand- 
ingly shall  maintain  schools  for  the  instruction  of  such  non-English- 
speaking  persons  for  such  time  in  each  year  and  under  such  con- 
ditions and  with  such  exceptions  iis  the  state  board  may  prescribe. 

13817] 


3818  Citizenship  Training  in  Other  States 

3.    State  Leg^islation  —  English  Language 
School  Laws  of  1919.    Section  13. 

Section  13.  (1)  In  the  instruction  of  children  in  all  schools, 
including  private  schools,  in  reading,  writing  spelling,  arithmetic, 
grammar,  geography,  physiology,  history,  civil  government,  music 
and  drawing,  the  English  language  shall  be  used  exclusively,  both 
for  the  purposes  of  instruction  therein  and  for  purposes  of  general 
administration. 

(2)  The  exclusive  use  of  English  for  purposes  of  instruction 
and  administration  is  not  intended  to  prohibit  the  conduct  of  devo- 
tional exercises  in  private  schools  in  a  language  other  than 
English, 

(3)  A  foreign  language  rrjay  be  taught  in  elementary  schools 
provided  the  course  of  study  (or  its  equivalent)  outlined  by  the 
State  Board  of  Education  in  the  common  English  branches,  that  is, 
in  writing,  reading,  spelling,  arithmetic,  grammar,  ge-ogi'aphy, 
physiology,  history,  civil  government,  music  and  drawing,  be  not 
abridged  but  be  taught  in  compliance  with  the  law  of  the  state. 

4.  Citizenship  Training  Through  Public  Schools 

School  Laws  of  1919.     Section  5. 

Section  5.  (1)  The  state  board  shall  have  the  same  powers  of 
management,  supervision  and  direction  over  all  public  schools  in 
this  state  as  the  directors  of  the  ordinary  business  corporation  have 
over  the  business  of  the  corporation,  except  as  its  powers  and 
duties  may  be  limited  by  law.  It  may  make  all  rules  and  regula- 
tions necessary  for  the  management  of  its  own  business  and  for  the 
conduct  of  its  officers,  employees  and  agents,  and  further  may 
make  such  rules  and  regulations  as  may  seem  desirable  to  secure 
the  efficient  administration  of  the  public  schools  and  the  admin- 
istration of  the  work  of  Americanization  in  teaching  English  to 
non-English-speaking  adults  and  in  furnishing  instruction  in  the 
privileges,  duties  and  responsibilities  of  citizenship,  which  is 
hereby  declared  to  be  an  essential  part  of  public  school  education 
and  it  shall  be  the  duty  of  school  boards  and  employees  of  school 
districts  to  comlply  with  the  rules  and  regulations  of  the  state 
board. 

(2)  The  state  board  may  also  make  the  regulations  neces- 
sary to  enable  the  state  to  comply  with  the  provisions,  of  any 
law  of  the  United  States  intended  to  promote  vocational  or  other 


Xew  Hampstiieb  3819 

education,  to  abolish  illiteracy  and  Americanize  immigrants,  to 
equalize  educational  opportunities,  to  promote  physical  health  and 
recreation,  and  to  provide  an  adequate  supply  of  qualified  teachers. 
The  state  treasurer  is  herebv  desiarnated  as  custodian  of  anv  monev 
that  may  be  allotted  to  the  state  by  the  federal  government  for 
general  educational  purposes,  and  the  state  board  is  authorized  to 
co-operate  with  the  United  States  in  educational  work. 

Scliool  Laws  of  1919.    Section  7. 

Section  7.  The  state  board,  upon  nomination  of  the  commis- 
sioner, shall  appoint  four  deputy  commissioners  of  education.  One 
shall  possess  the  qualifications  necessary  to  enable  him  or  her  to 
assist  school  boards  and  superintendents  in  the  introduction  and 
development  of  courses  in  agi'iculture,  domestic  and  mechanic  arts 
and  other  vocational  branches,  and  one  shall  possess  the  qualifica- 
tions necessaiy  to  enable  him  or  her  to  assist  school  boards  and 
superintendents  in  abolishing  illiteracy  and  in  the  promotion  of 
Americanization  of  immigrants. 

5.  Appropriation  for  Citizenship  Training 

School  Laws  of  1919.     Section  30. 

Section  30.  The  sum  of  $162,100  for  the  year  ending  August 
31,  1920,  and  $150,700  for  the  year  ending  August  31,  1921,  in 
addition  to  the  Literary  Fund  and  the  fund  created  by  sections  10 
and  23  and  any  money  paid  into  the  State  Treasury  under  section 
9  of  this  act  to  be  paid  out  of  the  treasury  of  the  state,  is  appro- 
priated for  the  said  years  and  to  be  used  for  the  following  purposes : 

(1)  For  the  abolition  of  illiteracy  and  for  the  instruction  of 
illiterates  over  sixteen  years  of  age  in  common  school  branches  and 
in  the  privileges,  duties  and  responsibilities  of  citizenship. 

(2)  For  the  Americanization  of  immigrants,  for  the  teaching 
of  those  sixteen  years  of  age  and  over  to  speak  and  read  English 
and  to  appreciate  and  respect  the  civic  and  social  institutions  of 
the  United  States  and  for  instructions  in  the  duties  of  citizenship. 

(Note. —  There  are  other  itemis  to  be  taken  care  of  in  this  appro- 
priation, no  apportionment  being  made.) 

6.  Letter  from  Maro  S.  Brooks.  Deputy  Commissioner  of  Education, 

Concord,  November  26,  1919: 
"According  to  the  law  the  work  of  Americanization,  so  far 
as  the  state  is  concerned,  is  placed  squarely  upon  the  should- 
ers of  the  State  Board  of  Education.     In  my  position  of 


3820  Citizenship  Training  in  Other  States 

Deputy  Commissionrr  of  Education,  I  am  to  all  intents  and 
purposes  State  Director  of  Americanization,  continuing  the 
work  which  I  began  last  year  as  executive  secretary  of  the 
New  Hampshire  Committee  on  Americanization.  General 
Frank  S.  Streeter,  chairman  of  that  committee,  is  now  chair- 
man of  the  State  Board  of  Education.  According  to  a  regu- 
lation of  the  state  board,  the  superintendent  of  schools  is  the 
director  of  Americanization  in  his  town  or  city.  The  state 
board  holds  the  local  school  boards  responsible  for  the  work 
of  Americanization  in  all  its  phases  to  the  same  degree  as 
for  the  miaintenance  of  elementary  and  high  schools. 

"  Working  with  me  is  the  State  Supervisor  of  Evening 
Schools,  whose  duty  is  to  assist  superintendents  in  organizing 
and  taking  charge  of  the  training  of  teachers,  inspect  the 
schools,  and  report  to  this  office.  My  own  work  is  to  take 
charge  of  the  approval  of  private  schools  which  I  am  to  visit 
and  report  upon  to  the  state  board ;  to  administer  the  sections 
of  the  law  pertaining  to  the  compulsory  attendance  of  minors 
between  the  ages  of  sixteen  and  twenty-one  and  to  see  that 
evening  schools  are  provisioned  both  for  minors  and  for 
adults;  to  take  the  responsibility  of  organizing  the  local 
communities  of  the  state  for  the  purpose  of  solving  so  far  a§ 
possible  the  general  problem  of  Americanization  in  the  state. 
It  is  my  province  to  arouse,  organize  and  harmonize,  while 
the  supervisor  of  the  evening  schools  is  to  advise,  supervise 
and  report. 

"  Just  as  fast  as  is  possible,  I  go  to  the  towns  and  cities 
which  have  a  proportionally  large  foreign  population,  take 
up  the  matter  with  the  school  boards  and  superintendents, 
and  address  meetings  held  under  the  auspices  either  of  the 
school  boards  or  of  some  appropriate  local  agency.  Before 
leaving  each  town  or  city,  I  try  to  make  sure  that  steps  are 
taken  toward  the  perfecting  of  definite  plans  for  Americani- 
zation. We  have  no  general  cut-and-dried  program  which  we 
try  to  superimpose  upon  any  community.  The  program  will 
vary  according  to  the  situation,  number  and  character  of 
race  groups,  agencies  fitted  to  carry  on  the  work,  etc.  For 
example,  in  one  of  our  cities  with  the  exception  of  a  half 
dozen  Polish  people  the  foreign  population  is  entirely  Can- 
adian-French. There  is  a  very  large  and  thriving  evening 
school.     T  have  suggested  that  the  activities  of  the  s«"hool  be 


New  Hampshire  3821 

enlarged  socially  to  such  a  degree  that  it  will  bring  the  mem- 
bers of  the  school  and  friends  into  contact  with  those  native- 
born  Americans  who  are  ready  to  mingle  with  the  foreig-n- 
born  in  a  perfectly  natural  and  altogether  neighborly  man- 
ner. In  every  place  we  are  organizing  in  such  a  way  as  to 
have  a  small  army  of  what  we  might  call  volunteer  workers 
who  at  the  call  of  the  leaders  are  ready  to  respond  in  the  all- 
important  task  of  socialization. 

'■  In  most  places  we  are  organizing  local  Americanization 
committees  consisting  of  representatives  of  every  agency 
and  race  in  the  city  who  shall  serve  as  a  clearing-house  of 
suggestions  and  plans.  It  is  my  hope  that  such  a  committee 
will  prevent  many  well-meaning  but  misguided  persons  from 
undoing  all  that  we  are  trying  to  do. 

'*  We  do  not  underestimate  the  importance  of  education  in 
the  working  out  of  this  problem,  but  from  our  own  experience 
we  are  convinced  that  in  this  state  at  least  the  results  will 
be  very  largely  negligible.  If  we  pin  our  faith  to  education 
alone,  the  mere  possession  of  the  English  language,  of  a 
knowledge  of  our  history,  and  thorough  familiarity  with 
our  government,  will  never  insure  the  making  of  100  per 
cent  Americans.  We  must  motivate  our  educational  work 
by  holding  out  to  the  foreign-born  the  readiness  and  even 
desire  on  the  part  of  our  worthwhile  Americans  to  mingle 
with  them  on  equal  terms.  I  am  preaching  everwhere 
throuohout  the  state  that  Americanization  consists  very 
largely  of  convincing  the  American-born  that  they  must 
provide  the  foreign-born  with  ways  and  means  of  contrib- 
uting their  best  to  America  instead  of  inflicting  upon  it  their 
worst.  Whether  this  manner  of  dealing  with  the  problem 
will  bring  the  desired  results  or  not,  it  is  too  early  to  see.  In 
any  case,  it  seems  to  meet  with  the  approval  of  our  most 
thoughtful  people,  both  foreign  and  native  born. 

''  The  State  Department  is  not  attempting  in  any  way  to 
do  the  work  locally.  We  accept  the  responsibility  of  seeing 
that  the  compulsory  features  of  the  work  are  carried  out 
and  leave  no  stone  unturned  to  arouse  to  the  need  of  adult 
Americanization  work  and  to  foster  it. 

"  So  far  as  our  evening  and  special  day  schools  are  con- 
cerned we  are  not  limiting  our  curriculum  to  the  teach- 
ing of  English,  history  and  civics.     Through  work  in  prac- 


3822  Citizenship  Training  in  Other  States 

tical  arts  we  are  striving  to  reach  both  men  and  women  and 
to  teach  them  our  American  ideas  and  ideals,  making  the 
teaching  of  English  almost  incidental.  Wherever  possible, 
we  are  organizing  factory  classes  upon  the  employees'  time, 
and  classes  for  women  wherever  and  whenever  we  can  profit- 
ably do  so.  One  of  our  slogans  is,  '  Carry  the  Schools  to  the 
People.'  We  are  putting  the  responsibility  for  the  foreign 
women  squarely  up  to  the  various  women's  organizations  of 
the  state  and  they  are  responding  eagerly.  In  one  city  the 
neighborhood  house  has  proved  an  effective  means  of  organiz- 
ing classes  for  mothers  who  have  been  reached  through  the 
children  that  have  come  to  play  in  the  garden  and  in  the 
house.  We  hope  to  have  houses  of  this  kind  in  several  of  our 
cities." 

7.  A  Tentative  Course  for  the  Teaching  of  English  to  New  Americans 

This  course  has  been  prepared  by  E.  Everett  Clark,  State  Supervisor  of 
Evening  Schools,  assisted  by  a  committee  composed  of  INIrs.  Harlan  M.  Bisbee, 
Exeter;  Mrs.  Margaret  E.  Mahaney,  Berlin;  Miss  Blanche  Weymouth, 
Laconia;  Mrs.  Katharine  L.  Sheehan,  Tilton;  Ralph  C.  Fitts,  W.  H.  McElwain 
Company,  Manchester;  and  George  A.  Keith,  Superintendent  of  Schools, 
Franklin. 


State  Board  of  Education  —  Division   of  A:\ieiiicanization 

a.  introduction 
The  problem  of  Americanization  is  so  large  and  its  scope  so 
broad  that  no  introduction  of  this  kind  can  hope  to  do  more  than 
touch  lightly  upon  a  few  of  its  more  important  features.  One 
thing,  however,  should  be  clearly  understood  at  the  beginning, 
viz.,  that  the  teaching  of  English  is  but  one  phase  of  this  problem. 
This  manual  has  been  prepared  to  be  of  assistance  in  taking  up 
this  portion  of  the  work,  but  it  is  emphasized  here,  and  will  be 
again,  that  the  teacher's  real  task  is  to  promote  Americanization. 
This  means  that  every  available  agency  must  be  utilized  to  accom- 
plish this  end  —  group  entertainments,  community  and  class  sing- 
ing, parades,  pageants,  moving  pictures,  social  dances,  informa- 
tion and  legal  aid  bureaus,  social  welfare  work,  instruction  in 
health,  sanitation,  American  history  and  government,  the  inculca- 
tion of  American  ideas  and  ideals.  Working  through  evening 
schools,  classes  in  the  home,  neighborhood  houses,  we  will  endeavor 
to  carry  the  best  that  is  of  America  to  our  immigrant  friends  and 
neighbors. 


New  Hampshire  3823 

The  Americanization  worker  should  not  overlook  the  interests 
and  ideas  of  the  foreign-born  themselves  in  these  activities. 
Americanization  is  something  that  cannot  be  let  down  from  above. 
These  new  Americans  must  be  led  to  participate  in  all  our  lines 
of  endeavor  and  it  is  the  work  of  the  teacher  to  start  them  right. 
We  must  not  for  a  moment  forget  that  the  foreign-born  have  much 
to  contribute  to  America,  and  we  must  make  them  understand  that 
Americanization  does  not  entail  the  giving  up  of  cherished 
heritages.  The  effective  teacher  will  make  a  study  of  her  pupils' 
racial  backgrounds  and  will  put  her  knowdedge  to  use  at  every 
possible  opportunity.  Sympathy  comes  with  acquaintance  and  the 
teacher  can  render  no  greater  service  than  that  of  enlightening 
the  community  as  to  the  real  worth  of  our  new  arrivals,  thereby 
putting  an  end  to  the  indifference  and  contempt  of  many  people. 

In  short  we  are  engaged  in  the  business  of  learning  how  to  live 
well  together,  and  we  must  in  all  our  work  consciously  and  all 
the  time  prepare  ourselves  and  those  who  come  under  our  influence 
for  a  higher  and  better  citizenship.  Every  experience  the  foreign- 
bom  has  and  every  condition  in  which  he  finds  himself  is  either 
making  or  unmaking  an  American.  Our  responsibility  is  a  grave 
one  and  the  major  portion  of  the  burden  rests  upon  the  teacher. 

The  course  of  study  which  follows  is  a  suggested  one  only. 
Every  teacher  who  uses  it  should  freely  change  and  adapt  it  to 
suit  her  particular  needs,  a  point  which  cannot  be  too  much  empha- 
sized. As  for  standards  of  achievement  no  definite  limits  can 
be  fixed  as  yet.  The  natural  desire  of  the  class  to  progress  and 
the  teacher's  ambition  to  cover  all  the  ground  possible  will  mean 
more  than  any  attempt  to  state  just  what  shall  be  accomplished  by 
some  average  group  or  class. 

Where  there  are  several  teachers,  "  experience "  meetings  can 
be  held  with  much  profit,  both  with  the  idea  of  comparing  results 
and  for  the  purpose  of  studying  together  racial  backgrounds. 
Attention  is  called  to  the  bibliography  at  the  end  of  the  manual. 

In  the  grading  of  pupils  the  following  divisions  are  recom- 
mended : 

Beginners,  (a)  Do  not  speak,  read  or  write  English,  (b)  Speak 
English  somewhat ;  do  not  read  or  write  it. 

Intermediate.  Speak  English  well  enough  to  make  themselves 
understood:  have  some  ability  to  read  English,  but  probably  do 
not  write  it. 


3824  Citizenship  Training  in  Other  States 

Advanced.  Presupposes  the  ability  to  speak,  read,  and  write 
English.  There  will  be  subdivisions  of  this  grade  according  to 
the  limits  of  the  pupil's  knowledge  of  the  English  language. 

When  numbers  permit,  minors  should  be  separated  from  adults ; 
literates  in  their  own  language  from  the  wholly  illiterate;  men 
from  women,  and  one  nationality  from  another  in  the  lower  grades. 

Acknowledgments  of  indebtedness  for  assistance  in  the  prepa- 
ration of  this  course  are  hereby  rendered.  We  are  especially 
grateful  to  the  Committee  on  Racial  Backgrounds,  appointed  by 
Mr.  John  J.  Mahoney  in  connection  with  his  course  in  American- 
ization at  the  Harvard  Summer  School  of  1919,  for  the  bibliog- 
raphy under  that  heading  at  the  end  of  this  manual. 

b.  beginners'  course 

Prefatory  Note. —  There  are  certain  fundamental  principles  in 
this  direct,  or  theme,  method  of  teaching  which  may  well  be 
reviewed  at  the  beginning.  First,  the  pupil  is  taught  to  speak 
the  sentence;  second,  to  read  it;  third,  to  write  it.  Special 
emphasis  should  be  put  on  the  verb.  The  teacher  must  tactfully 
but  persistently  insist  upon  correct  pronunciation  of  every  word. 
Technical  grammar,  as  such,  should  not  be  taken  up.  Changes 
in  number,  person,  tense,  etc.,  are  taught  by  substituting  new 
forms  in  the  sentences  with  which  pupils  are  already  familiar. 
Finally,  while  most  of  this  course  naturally  relates  to  the  teaching 
of  English,  the  teacher  must  never  lose  sight  of  the  fact  that  the 
cultivation  of  Americanism  first,  last,  and  all  the  time,  is  her 
real  work. 

The  teacher  of  beginners  must  be  cordial,  sympathotic,  enthu- 
Biastic,  energetic,  good-humored,  a  real  friend  of  the  foreign-born. 
She  should  never  fail  in  the  word  of  greeting  or  "good  night." 
She  must,  as  well,  become  an  actor,  ilhistrating  every  word  or 
phrase  by  gesture  and  action,  even  though  it  causes  some  amuse- 
ment. She  should  bring  to  the  class  the  objects,  or  pictures,  at 
least,  of  the  objects,  the  names  of  which  she  is  teaching.  The 
fullest  possible  use  should  be  made  of  the  pictures,  including 
coj>ies  of  works  of  art  when  they  will  serve  the  desired  purpose  of 
illustrating  what  is  being  taught.  Rough  drawings  on  the  black- 
board are  always  helpful.  To  save  time  in  the  case  of  the  unusu- 
ally troublesome  word  or  phrase,  the  teacher  should  ask  some  mem- 
ber of  the  class,  sufficiently  familiar  with  Knglish.  to  trnnslnte 
into  the  pupil's  native  tongue.     Drill  should  follow  in  English. 


New  Hampshire  3825 

The  sounds  of  some  English  syllables  and  letters  are  learned 
with  difficulty  by  the  foreign-born.  The  teacher  should  pronounce 
slowly  and  distinctly,  showing  the  class  by  practical  phonics  just 
how  to  make  the  sounds  and  urging  the  pupils  to  imitate  her. 
There  is  a  guide  in  Webster's  Dictionary  which  should  be  of  help 
to  the  teacher.  Constant,  patient,  and  persistent  drill  will  surely 
bring  results,  but  niceties  of  pronunciation  should  not  be  insisted 
upon,  lest  pupils  become  discouraged. 

Conversation  should  be  introduced  as  early  as  possible.  The 
question  and  answer  method  upon  material  associated  with  the 
lessons,  or  upon  any  topic  of  interest  to  the  class,  is  especially 
valuable.  The  questions  must  be  brief,  and  correct  replies  must 
always  be  obtained.  The  teacher  should  help  pupils,  especially 
at  first.  As  early  as  possible  by  some  device  or  other,  such  as  two 
telephone  instruments  brought  into  the  classroom,  individuals 
should  be  led  into  conversation  in  English  with  each  other  as  well 
as  with  the  teacher.  The  socialized  recitation  is  a  natural  result 
of  this  effort. 

As  the  class  goes  on  with  the  learning  of  words  and  phrases  the 
teacher  must  constantly  introduce  words  of  commendation,  cor- 
rection, stimulation.  These  and  other  words  which  are  names  of 
things  mental,  so  to  speak,  rather  than  things  material,  will  be 
taught  through  association,  facial  expression,  and  by  any  other 
means  available.  The  teacher  must  keep  ever  in  mind  that  she 
is  teaching  her  pupils  to  thinh  in  English. 

When  introducing  words  and  phrases  not  in  the  text  care  should 
be  taken  to  use  only  words  closely  associated  with  those  in  the 
lessons.  For  instance,  in  learning  the  word  "hat,"  the  pupil 
could  learn  the  related  word  ''head,"  without  an  unusual  tax 
on  the  memory.  Too  much  of  this  work  must  be  avoided,  lest 
time  be  taken  that  should  be  devoted  to  drill. 

The  pupil  who  can  speak  a  sentence  should  readily  learn  to  read 
the  same  words.  After  a  sentence  is  developed  orally,  the  words 
are  written  on  the  blackboard  and  the  reading  is  accomplished 
as  suggested  in  the  lessons  that  follow.  It  is  intended  that  the 
text  of  the  lessons  be  typewritten,  or  printed,  on  separate  sheets 
and  given  out  after  the  oral  and  blackboard  work  for  additional 
reading  practice.  The  pupil  can  then  paste  them  in  his  notebook, 
which  should  be  provided  the  first  evening. 

About  the  tenth  evening,  if  the  class  is  ready  for  it,  selected 
material  should  be  introduced  from  a  book.      From  time  to  time 


3826  Citizenship  Training  in  Otjiee  States 

through  the  course  additional  work  can  be  done  with  a  book  to 
supplement  the  regular  themes.  Only  those  sections  should  be 
chosen  which  have  a  vocabulary  markedly  similar  to  that  which 
the  class  has  acquired.  Toward  the  end  of  the  year  something 
may  be  done  with  simple  newspaper  items.  A  suggested  list  of 
books  follows: 

Austin,  ''  Lessons  in  English  for  Foreign  Women,"  American 
Book  Company. 

Beshgeturian,  "  Foreigners'  Guide  to  English,"  World  Book 
Company,  Yonkers,  E".  Y. 

Field  and  Coveney,  '^  English  for  New  Americans,"  Silver, 
Burdett  &  Company. 

Fisher  and  Call,  "  English  for  Beginners,"  Book  I,  Ginn  & 
Company. 

Goldberger,  "  English  for  Coming  Citizens,"  Chas.  Scribner's 
Sons. 

Massachusetts  Department  of  University  Extension,  "  English 
for  American  Citizenship,"  Wright  and  Potter,  Boston. 

Mintz,  "A  First  Reader  for  New  American  Citizens,"  The  Mac- 
millan  Company. 

O'Brien,  ''  English  for  Foreigners,"  Book  I,  Houghton,  Mifflin 
Company. 

Prior  and  Ryan,  "How  to  Learn  English,"  The  Macmillan 
Company. 

Roberts,  "'English  for  Coming  Americans,"  The  Association 
Press,  New  York. 

Sharpe,  ''Plain  Facts  for  Future  Citizens,"  American  Book 
Company. 

The  ability  to  write  will  be  gradually  acquired  by  copying 
script.  Spelling  can  be  taught  in  this  connection  and  language 
work  can  be  combined  with  writing  by  the  filling  in  of  blank  spaces 
in  sentences.  Details  in  the  teaching  of  writing,  including  dicta- 
tion, are  given  in  the  sample  lessons  that  follow. 

In  conclusion,  attention  is  called  to  the  physical  exercise  theme 
and  the  value  of  singing,  both  class  and  assembly.  These  deserve 
careful  thought  on  the  part  of  the  teacher  and  can  be  made  highly 
profitable. 

The  lists  of  "new  words"  are  only  for  the  convenience  of 
teachers. 


New  Hampshire 


3827 


A   BEGINNING 


New  ivords 
Mj 
name 
is 

wliat 
your 


My 


name  is 


What  is  voiir  name? 


Tedching  Notes. —  Some  pupil  will  doubtless  be  able  to  answer 
this  question,  after  which  answers  can  be  obtained  from  every 
member  of  the  class.  This  done,  repeat  the  two  sentences,  writing 
the  list  of  names  on  the  board.  If  desired,  pupils  may  attempt 
the  writing  of  their  o\vn  names  from  this  copy  or  one  which  the 
teacher  will  furnish  them  on  paper. 


New  luords 

I 

sit 

stand 

walk 

sit  on 

the 

chair 

stand  beside 

walk  to 

window 

door 


I  sit. 

I  stand. 

I  walk. 

I  sit  on  the  chair. 

I  stand  beside  the  chair. 

I  walk  to  the  window. 

I  walk  to  the  door. 


Possible  Variations 
Use  ''we"  for  "I," 
suiting  action  to  word, 
and  ''you"  for  "I," 
having  pupils  imitate 
the  teacher's  action.  A 
considerable  conversa- 
tion can  thus  be  brought 
about,  as,  "  I  stand ;  " 
"James,  you  stand;" 
"What  do  you  do?" 
"1  stand,"  etc.  "We 
stand;"  "What  do  we 
do?"  etc. 

Teaching  Notes. —  Proceed  very  slowly,  with  plenty  of  repeti- 
tion and  drill.  Ek)  not  teach  more  than  the  class  can  absorb  in 
the  evening.  Repeat  many  times  the  correct  pronunciation  of 
troublesome  sounds. 

After  development  of  words  orally,  begin  reading  practice  by 
writing  the  first  sentence  on  the  board.  The  teacher  should 
dramatize  the  sentence,  read  it  aloud,  and  then  call  upon  both  class 
and  individuals  to  read  the  same  after  and  with  her.  Continue 
thus  with  each  of  the  other  sentences,  finally,  reading  the  theme 
as  a  whole.  Introduce  reading  from  the  typewritten  (or  other) 
sheets. 


3828 


Citizenship  Tkaining  in  Other  States 


Provide  pupils  with  notebooks  having  lined  paper.  Write 
pupil's  name  and  address  on  first  page  for  him.  Write  on  board 
''I/'  showing  pupils  how  the  letter  is  formed,  continue  in  the 
same  way  with  "  stand,"  etc.  Save  time  enough  in  writing  period 
to  start  pupils  in  the  copying  of  their  own  names. 


going  to  evening  school 


Neiv  words 

Possible  Variations 

evening- 

I  walk  to  evening  school. 

Continue  with  "  you  " 

school 

open 

shut 

I  open  the  door. 
I  shut  the  door. 

and  ''  we."  Introduce 
''our."  If  ability  of 
class  allows,  use  "he" 

take  oft" 

I  take  off  my  hat. 

and     "she"    for    "I," 

hat 
sit  in 
look  at 

I  sit  in  mv  chair. 
I  look  at  the  teacher. 

otherwise  save  these  for 
a  later  lesson.  Do  not 
emphasize    "his"    and 

teacher 

I  talk. 

*'  her  "  as  yet. 

talk 

read 

write 

I  read. 
I  write. 

go 

I  go  home. 

home 

Teaching  Notes. —  Dramatize  each  sentence  and  introduce  con- 
versation as  follows:  "James,  do  you  walk  to  evening  school?" 
Help  him  to  answer,  "  Yes,  I  walk  to  evening  school."  Continue 
this  with  other  sentences,  getting  individual  and  concert  answers, 
using  "we"  and  "our."  "He"  and  "she"  can  be  taught  by 
having  a  pupil  dramatize  a  sentence,  with  conversation  as  follows: 
"What  does  he  do?"  "He  takes  off  his  hat,"  etc.  Insist  on 
full  answers  and  drill  on  sounds  difficult  of  pronunciation. 

Teach  the  reading  of  this  theme  bv  the  use  of  blackboard  as 
before.  After  dramatization  substitute  the  variations.  Repeat 
and  review.  Proceed  slowly,  with  much  drill.  Finally,  read 
from  the  sheets. 

Continue  writing  as  before,  giving  special  attention  to  those 
pupils  who  cannot  write  in  any  language.  Dictate,  if  only  "  I." 
Continue  copying  of  name  and  address  in  notebook. 


New  Hampshire  3829 

some  physical  exercise 

(Note. — -In  the  desire  for  action  on  the  part  of  the  class  consider  the  value 
of  physical  drill.  This  is  but  a  beginning  lesson  and  can  be  much  enlarged 
upon.     Use  this  sort  of  work  frequently.) 

Ask  some  pupil  to  open  the  windows  and  proceed  as  follows: 

New  words 

class  Class  stand ! 

face  Class  sit ! 

front  Class  stand ! 

breathe  Face  the  window  I 

out  Face  the  front! 

arms  (Repeat. ) 

stretch  Breathe  in ! 

Breathe  out! 

(Repeat  several  times.) 

Arms  stretch ! 

(Note  the  possibilities 
of  varying  the  exer- 
cises here.) 

Class  sit ! 
Teachmg  Notes. —  Dramatize  these  commands,  taking  the  class 
along  without  any  attempt  to  explain  the  English.  Vary  the 
exercise  and  introduce  new  features  on  succeeding  evenings. 
When  done,  teach  the  words  as  in  preceding  lessons.  Suggest 
that  members  of  the  class  lead  the  drill  and  give  the  commands. 

GOING    HOME    FROM    EVENING    SCHOOL 

New  words  Possible  Variatioihs 
street  I  walk  to  my  home.                Continue    the    inter- 
live  My  home  is  on change  of  "  I,"  "  my," 

New  street.  "  we,"    "  our,"    "  von." 

Hampshire       I  live  in etc.     Introduce  the 

am  is  in  New   negative. 

tired  Hampshire. 

when  I  am  tired  when  I  get 

get  home. 

room  I  go  to  my  room. 

clothes  I  take  off  mv  clothes. 

bed  I  go  to  bed. 

gleep  I  go  to  sleep. 


3830  Citizenship  Tkaixixg  in  Other  States 

Teaching  Notes. —  Much  conversation  can  be  developed  in  this 
lesson.  Every  sentence  can  serve  as  either  question  or  answer 
with  a  little  change,  as,  "  Where  is  your  home  ?  "  etc.  Write  both 
questions  and  ansAvers  on  the  board,  in  first  and  other  persons, 
as  suggested  above.  Bring  to  class  a  map  of  Xew  Hampshire 
and  a  local  map,  if  possible,  making  fullest  use  of  same.  Use  the 
foreign  language  equivalent  for  ''  live  "  if  its  meaning  cannot  be 
made  known  in  any  other  way.  Repeat  words  and  sounds  again 
and  again.  Do  not  attempt  to  teach  more  than  the  class  can 
absorb  in  an  evening.  Teach  reading  as  before,  individual  and 
concert,  from  the  board  and  the  sheets.  Try  erasing  one  word  or 
another,  asking  the  class  to  supply  the  one  which  is  missing. 

In  the  writing  exercise  teach  only  that  part  of  the  lesson  deal- 
ing with  name  and  address,  including  street,  city,  and  state.  If 
class  can  do  more,  by  all  means  provide  copy.     Use  dictation  also. 

SOME  practice  IN  CONVERSATION 

New  loords 

this  This  is  a  calendar. 

a 

calendar  Today  is 

today 

yesterday  Yesterday  v/as 

was 

tomorrow  Tomorrow  will  be  ... . 

will  be 

(months) 

(days) 

(numerals) 

(U.  S.  money) 

Teaching  Notes. —  Introduce  the  calendar  and  counting.  Use 
blackboard  as  before  and  use  the  calendar  for  teaching  months, 
days,  and  some  of  the  numerals.  Difference  in  pupils  as  to  their 
knowledge  of  numbers  makes  it  impossible  to  suggest  any  limits. 
Teach  as  much  as  the  time  program  will  allow.  Take  up  United 
States  money  at  this  time,  providing  type  copy  of  the  names  and 
signs  of  all  kinds  of  the  same.  Use  the  calendar  frequently  in 
later  lessons, 

REVIEW 

Teaching  Notes. —  Collect  all  words  so  far  taught  and  print 
them  singly  or  in  incomplete  sentences  on  perception  cards  as 
follows : 


New  HAMrsHiRE 


3831 


:        I       :     walk         to  the        door 

(Note. —  The  clotted  lines  indicate  a  separate  small  card  carrying  one  word 
which  is  held  over  the  long  card  carrying  the  rest  of  the  sentence.  For  the 
"  I  "  card  substitute  a  "  you  "  card,  etc.  This  process  may  be  carried  out 
indefinitely.) 

For  additional  reading,  review  all  material  thus  far  taught  by 
blackboard  or  lesson  sheets.  Continue  the  erasure  and  filling  in 
of  words  in  sentences  on  the  board. 

Continue  practice  in  copy  of  names,  etc.,  adding  occupation, 
and  introduce  further  copy  of  any  material  so  far  taught,  if  class 
is  equal  to  it.      Use  dictation  so  far  as  ability  of  class  will  allow. 

This  is  a  drill  lesson.  Repeat,  but  as  far  as  possible  avoid 
monotony. 


CONTIXDOUS    ACTION 


Nexu  ivords 
(Xote  new 

forms. ) 


X  sit,  I  am  sitting, 

I  stand,  I  am  standing, 
etc. 
Teaching  notes. —  By  dramatization  on  the  part  of  both  teacher 
and  pupils,  by  the  usual  board  drill  and  reading,  this  work  may 
combine  both  review  and  new  material  and  should  occupy  one 
full  evening  at  least.  It  is  possible  to  use  all  verbs  so  far  intro- 
duced and  the  teacher  should  also  drill  on  the  personal  pronouns 
already  taught.  The  teacher  should  make  a  complete  list  of  the 
available  words. 


New  words 

wake  up 

it 

six  o'clock 

get  up 

wash 

and  hands 

put 

kitchen 

paper 

stove 

wood 

scratch 

light 

fire 


GETTING   UP   AND   BUILJ)ING 

I  wake  up. 

It  is  six  o'clock. 

I  get  up. 

I    wash    my    face    and 
hands. 

I  put  on  my  clothes. 

I  go  to  the  kitchen. 

I  put  paper  in  the  stove. 

I  put  wood  in  the  stove. 

I  scratch  a  match. 

I  light  the  fire. 


THE   FIKE 

Possible  Variations 
It  is  important  that 
there  be  a  review  of 
continuous  action  as 
taken  up  above.  Use 
the  perception  cards 
for  personal  pronoun 
and  continuous  action 
variations. 


3832 


Citizenship  Training  in  Other  States 


Teaching  Notes. —  Before  beginning  this  theme,  review  that 
on  "  Going  Home,"  etc.  Teach  the  telling  of  time.  Especially 
watch  the  prepositions.  Be  sure  the  class  fully  understands  the 
different  meanings  of  the  same  as  used. 

Continue  reading  and  writing  as  before,  bearing  dictation 
always  in  mind.  Constant  drill  may  be  accomplished  by  skillful 
use  of  these.  Have  pupils  address  envelopes  to  themselves  and 
to  the  teacher  for  interesting  copy  practice. 


New  ivoj'ds 

burning 

wife 

making 

coffee 

little 

girl 

setting 

table 

cloth 

plates 

brings 

cups 

saucers 

knives 

forks 


GETTING    BREAKFAST 

Possible    Variations 
The  fire  is  burning.  Continue        personal 

My  wife  is  making  the    pronoun  drill  and  util- 
coffee. 


My  little  girl  is  setting 
the;  table. 

She  puts  the  table  cloth 
on  the  table. 

She  puts  the  plates  on 
the  table. 

My  wife  brings  in  the 
cups  and  saucers. 

My   little  girl   puts   on 
the  knives  and  forks. 


ize  a  review  of  counting 
to  teach  plural  of 
nouns.  Review  con- 
tinuous action. 


Teaching  Notes. — By  providing  the  actual  articles  named  above 
the  teacher  can  readily  introduce  conversation  by  having  pupils 
dramatize  the  sentences.  As  this  is  done  ask  the  question: 
"What  is  he  doing?"  Get  answers  from  the  class.  ''What  are 
you  doing?"  gets  the  individual's  answer.  Be  sure  always  to 
get  full  replies. 

Utilize  the  board,  perception  cards,  and  typewritten  (or  other) 
slips  for  reading.  The  writing  may  come  from  the  text,  selecting 
known  sentences  for  both  copy  and  dictation. 


Np:w  Hampshire 


3833 


New  words 

cuts 

bread 

potatoes 

are 

cooking 

hoils 

eggs 

boiling 

they 

food 

breakfast 

ready 

at 

passes 

me 

eat 

our 


GETTING  BREAKFAST  (Continued) 

Possible  Variations 
My  wife  cuts  the  bread.        Review    the    uses    of 

m-,  1      personal   pronouns   and 

Ihe  potatoes  are  cook-   \        ,       . 

.     ^  the  plural. 

ing. 

My  little  girl  boils  the 
eggs. 

The  coffee  is  boiling. 

They  put  the  food  on 
the  table. 

Breakfast  is  ready. 

We  sit  at  the  table. 

My     wife     passes     the 
bread  to  me. 

We  eat  our  breakfast. 


Teaching  Notes. —  Introduce  conversation  as  in  previous  lesson. 
Perform  all  action  in  lesson  and  have  individuals  do  the  same. 
The  teacher  can  readily  turn  the  recitation  into  a  social  gathering 
by  actually  preparing  and  serving  coffee,  bread  and  butter. 

I  se  the  combination  perception  cards  freely.  Teach  reading  and 
writing  as  before  discussed.    Try  having  class  write  at  board. 


New  ]Vo7-ds 

hear 

whistle 

blows 

minutes  of 

must 

hurry 

from 

coat 

say 

good-bye 

factory  (shop 

work 

upstairs 


GOING   TO   WORK 

I  hear  the  whistle. 

The  whistle  blows  at  ten 
minutes  of  seven. 

I  must  hurrv. 

I  get  up  from  the  table. 

I  put  on  my  coat  and  hat. 

I  say  "  good-bye." 

I  walk  to  the  factory  (shop) 

I  work  upstairs. 

I  am  a ■ — . 


Possible  Variations 
Review  previous  vari- 
ations, especially  con- 
tinuous action.  Teach 
present  of  "  to  be  "  as 
a  whole,  also  of  some 
other  verbs. 


3834  Citizenship  Training  in  Other  States 

Teaching  notes. —  Conversation  as  usual.  With  the  variations 
tie  up  the  teaching  of  the  agreement  of  verbs.  This  will  involve 
much  drill.  Make  it  purposive  and  avoid  monotony  by  using  some 
ingenuity. 

Continue  reading  and  writing  as  usual  and  utilize  more  of  the 
perception  cards.  There  is  almost  no  end  to  the  uses  one  can 
make  of  the  double  perception  cards. 

At  this  point  is  seems  advisable  to  cease  to  offer  detailed 
lesson  development.  A  list  of  possible  topics  for  themes  which 
the  teacher  or  principal  may  develop  follows.  Among  others  a 
lesson  which  will  produce  much  conversation  can  be  built  up 
around  a  map  of  the  pupils'  native  land.  Besides  the  map  take 
up  some  feature  of  their  history. 

The  teacher  can  very  profitably  devote  several  weeks  to  lessons 
on  the  factory.  Consult  the  employers  as  to  factory  English  before 
making  up  the  lessons.  Helpful  suggestions  are  also  available  by 
application  of  Mr.  George  F.  Quimby,  Associated  Industries  of 
Massachusetts,  Boston.  All  sorts  of  "  Safety  First "  signs  can  be 
introduced  also.     Classes  will  find  these  lessons  highly  interesting. 

additional  suggested  topics 

(Note. —  For  "possible  variations  "  in  these  later  lessons  the  teacher  should 
select  with  care  and  develop  with  the  utmost  of  slowness  and  much  drill  more 
or  less  of  the  following,  taking  the  same  in  the  order  and  at  such  time?  as 
the  ability  of  the  class  will  allow.  To  a  degree  the  lesson  theme  should  be 
built  up  around  the  particular  variation  to  be  used.  Do  not  attempt  to 
teach  more  of  these  than  the  class  can  truly  master.  Go  slowhj,  with  much 
drill.) 

Present  of  "  to  have." 

Future  tense. 

Past  tense. 

The  demonstratives. 

"  Can,"  "  may,"  ''  might,"  "  could,"  "  would,"  "  slionld." 

Reflexives. 

Relative  and  interrogative  pronouns. 

The  passive  voice. 

Some  common  expressions,  meaning  such  as  "  Hello,"  "  How  do 
you  do,"  "  Good  morning,"  etc.,  the  expressions  pupils  wish  to 
know  and  will  use  every  day.  Do  not  save  these  till  the  end  of 
the  year.     Take  them  up  at  odd  times  through  the  course. 


New  Hampshire 


3835 


Going  Home  from  Work. 

An  Evening  at  Home. 

An  Evening  at  the  Theatre. 

Eiding  on  the  Car. 

Washing  for  Dinner. 

Identifications. 

Asking  for  Work. 

Buying  a  Hat. 

Dinner  at  a  Restaurant. 

Taking  a  Train 

Saving  Money. 

Some  Rules  for  Health. 

Writing  a  Letter. 

Buying  Stamps. 

Pay  Day. 

Insurance. 

Sending  Money  Home. 

Buying  a  House  Lot. 

The  Fire  Department,  etc. 

( Note. —  These  are  but  a  few  of 
to  the  making  of  themes.  Perhaps 


Washing  the  Dishes. 

Washing  the  Clothes. 

Folding  and  Ironing  the 

Clothes. 

Mending  a  Shirt. 

Darning  the  S'tockings. 

Cleaning  the  Rugs. 

Shopping. 

Home  Expenses. 

Making  Bread. 

Care  of  the  Baby  (general). 

Bathing  Baby. 

Feeding  Baby. 

Putting  Baby  to  Bed. 

Baby's  Clothing. 

Baby's  Teeth. 

Conmion  Troubles  and 

Remedies. 

First  Aid  (at  home). 

many  topics  that  readily  lend  themselves 
pupils  can  suggest  something  new.) 


C.     INTERMEDIATE    COURSE 

Prefatory  note. — There  follow  two  series  of  model  lessons, 
one  series  on  the  home,  the  other  pertaining  to  history  and  govern- 
ments. A  single  lesson  is  included  to  illustrate  a  method  of  teach- 
ing something  about  an  American  holiday.  These  twelve  lessons 
should  not  be  taken  up  in  their  entirety  at  the  beginning.  The 
five  lessons  on  the  home  can  well  be  used  to  start  the  vear,  but  the 
teacher  or  principal  should  then  develop  themes  or  his  or  her 
own  from  the  list  of  suggested  topics,  introducing  holiday  lessons 
at  proper  times.  The  lessons  should  find  a  place  late  in  the  course. 
In  planning  the  work  physical  drill  and  singing  should  not  be 
overlooked.  The  text  of  each  lesson  should  be  typewritten  (or 
printed)  and  used  as  in  the  beginners'  course. 

The  "  possible  variations  "  for  the  first  part  of  the  year  should 
be  selected  from  the  beginners'  list,  which  follows,  with  one  or 
two  additions: 

Nouns,  singular  and  plural. 

Pronouns,  personal,  possessive,  reflexive,  relative,  and  inter- 
rogative. 


383G  Citizenship  Training  in  Othek  States 

The  demonstratives. 

Verbs,  (a)  present,  future  and  past,  also  progressive  (negative 
uses). 

(b)  a  little  of  the  passive  voice. 

(c)  the  more  common  auxiliaries. 
Comparison  of  adjectives. 

Adverbs,  prepositions,  and  conjunctions,  uses. 

Common  expressions  (  as  for  beginners,  q.  v. ) . 

(Note. —  This  work  must  not  be  made  formal.  The  variations  can  be  intro- 
duced naturally  and  easily  as  a  part  of  the  speaking,  reading,  and  writing. 
Do  not  burden  pupils  with  nomenclature.  Drill  is  emphasized  as  in  the 
beginners'  course.) 

The  teachers  of  intermediate  classes  should  read  with  care  the 
beginners'  course.  Many  of  the  "  teaching  notes  "  found  there 
can  be  taken  over  bodily  into  the  intermediate  course.  Much 
emphasis  should  be  placed  on  conversation  and  the  suggestions 
accompanying  the  model  lessons  are  largely  intended  to  be  helpful 
along  this  line.  The  socialized  recitation  is  the  consequence, 
offering  a  splendid  opportunity  for  teaching  some  Americanism. 
From  the  suggested  list  of  books,  given  in  the  prefatory  note  to 
the  beginners'  course,  reading  material  should  be  selected  and 
carried  along  with  this  course.  Care  must  be  used  to  take  up 
reading  with  a  vocabulary  which  is  not  beyond  the  abilities  of  the 
class  and  as  far  as  possible  with  a  vocabulary  similar  to  that  in 
use  in  the  lesson  sheets. 

At  some  time  during  the  first  half  of  the  year  it  should  be 
possible  to  introduce  short  paragraphs.  Material  should  be 
selected  from  a  book,  newspai)Pr,  or  m,agazine,  and  developed 
sentence  by  sentence  on  the  board,  keeping  the  original  paragraph 
form.  There  should  be  plenty  of  conversation  during  the  process 
and  the  teacher  must  be  careful  not  to  get  beyond  the  understanding 
of  the  class.  A  paragraph  may  also  be  taken  up  as  a  whole,  the 
teacher  writing  it  all  on  the  board  before  discussing  it. 

The  language  and  spelling  work  of  the  beginners'  course  is  to 
be  continued.  As  for  punctuation  and  the  use  of  capitals  the  work 
should  be  confined  to  teaching  that  sentences  and  proper  names 
begin  with  capitals  and  that  sentences  end  with  periods  or 
question  marks.  If  desired,  some  arithmetic  involving  such  things 
as  wages,  cost  of  living.  Liberty  Bond  payments,  etc.,  using  the 
fundamental  processes,  may  be  introduced.  A  little  memory  work 
can  be  tried  during  the  year.  For  instance,  with  the  lesson  on 
"Our  Flag"  can  be  taught  a  national  song,  th"  pledge  of  allegi- 


New  Hampshtrb  3837 

ance,  or  some  poetry.  The  first  and  last  just  mentioned  can  be 
used  equally  well  with  some  other  lessons. 

The  copy  work  and  dictation  should  be  continued,  advancing 
into  letter  writing  and  simple  composition  work  as  soon  as  the 
ability  of  the  class  will  permit.  Blank  fonns,  such  as  checks, 
money  orders,  etc.,  offer  splended  material. 

Of  the  teaching  program  outlined  in  the  course  only  what  can 
be  thoroughly  understood  and  mastered  should  be  attempted.  By 
no  means  should  the  whole  course  be  gone  through  if  the  class  is 
not  equal  to  the  task. 

MY  HOME 

I  live  in 

is  a  city  (town). 

It  is  in  the part  of  New  Hampshire. 

New  Hampshire  is  one  of  the  United  States. 

I  was  not  bom  in  tbe  United  States. 

I  came  here  from to  find  work. 

My  friends  helped  me  to  get  a  job  in  the • 

I  like and  I  am  happy. 

It  is  my  home  and  I  work  here  every  day. 

In  the  evening  I  go  to  evening  school. 

Teaching  notes. —  Use  maps  of  North  America  and  New  Hamp- 
shire. Discuss  reasons  for  coming  to  the  United  States.  Take  up 
the  geography  of  the  journal  to  the  United  States,  Use  some  pic- 
tures, also.    The  pupils  may  have  some  post  cards. 

A    SLEEPING    ROOM 

We  have  a  pleasant  house  in 

It  is  painted  white  and  has  green  blinds. 

There  are  six  rooms  in  it. 

There  are  three  sleeping-rooms,  a  sitting-room,  a  dining-room, 
and  a  kitchen. 

My  sleeping-room  is  very  pleasant. 

In  one  corner  is  a  bed. 

In  another  corner  is  a  bureau. 

There  are  three  chairs  and  a  washstand. 

They  are  all  painted  white. 

There  are  two  windows  in  the  room. 

I  open  the  windows  and  have  plenty  of  fresh  air  at  night. 

Teaching  notes. —  Show  pictures  of  typical  homes ;  of  practical 
modes  of  fiunishings  for  slecping-rooras.  Discuss  sanitation  of 
sleeping-rooms. 


3838  CiTizEisSHip  Training  in  Other  States 

THE    sitting-room 

Our  sitting-room  is  sunny  and  bright. 

There  are  white  curtains  at  the  windows. 

A  square  table  stands  in  the  middle  of  the  room. 

We  have  some  easy  chairs  and  a  couch. 

There  is  a  large  rug  in  the  center  of  the  floor. 

There  are  some  books  in  the  bookcase. 

The  children  enjoy  picture  books. 

They  are  learning  to  read  at  school. 

I  am  learning  to  read  at  evening  school. 

My  wife  will  learn  to  read,  too. 

Soon  we  shall  have  many  books. 

We  sit  in  our  sitting-room  every  evening. 

Teaching  Notes. —  Follow  previous  suggestions  concerning  use 
of  pictures.  Home  life  as  shown  in  evening  use  of  sitting-room 
can  servs  as  a  topic  for  conversation.  The  value  of  learning  to 
read  books  is  to  be  emphasized  in  this  lesson. 

THE    dining-room 

Our  dining-room  is  smaller  than  the  sitting-room. 
In  it  are  a  table,  several  chairs,  and  a  sideboard. 
The  table  is  covered  with  a  plain  white  cloth. 
At  each  place  are  a  knife,  a  fork,  and  a  spoon. 
There  is  also  a  glass  for  water. 

On  the  sideboard  are  the  water  pitcher  and  some  other  dishes 
we  use. 

We  have  some  small  rugs  on  the  floor  in  this  room. 

Some  bright  flowers  are  in  the  windows. 

My  wife  always  keeps  the  dining-room  clean  and  attractive. 

Teaching  Notes. —  The  arrangement  of  the  dining-room  table 

and  cleanliness  make  good  topics  for  conversation.     Use  pictures. 

THE    KITCHEN 

The  kitchen  is  a  light,  airy  room. 

It  has  three  windows  and  an  outside  door. 

There  are  plenty  of  cupboards,  a  stove,  a  sink,  and  a  table. 

It  is  a  very  convenient  kitchen  and  my  wife  keeps  it  very  clean. 

Our  food  is  cooked  in  the  kitchen. 

My  wife  washes  the  dishes  in  the  sink. 

There  are  running  hot  and  cold  water  in  the  sink. 


New  Hampshire 


3839 


We  burn  coal  in  our  kitchen  stove. 

The  coal  is  kept  in  the  collar,  and  I  bring  it  up  in  the  coal  hod. 

The  price  of  coal  is  very  high  this  year,  but  it  is  cheaper  than 
wood. 

Teaching  Notes. —  Emphasize  cleanliness.  Discuss  economical 
uses  of  materials,  etc.  Talk  about  the  advantages  of  a  conveniently 
arranged  kitchen.     Use  pictures. 

TOPICS    FOR    ADDITIONAL,    LESSONS 


A  Journey. 

Finding  Work. 

Going  to  Work. 

First  Aid. 

Safety  First. 

Insurance. 

Pay  Day  and  the  Bank. 

The  Post  Office. 

An  Evening  at  Home. 

Sending  a  Money  Order. 

Calling  a  Doctor. 

An  Evening  Caller. 

Disease  and  Health. 

Prevention  of  Fire. 

How  to  Use  a  Fire  Extinguisher 

The  Firemen ;  Fire  Station. 

The  Public  Library. 

The  Police  Department. 

The  Courts. 

(handle  intelligently) 

Some  Heroes  of  History. 

(American  and  Foreign' 

(Note. —  Only  a  few  of  many  possible  topics  have  been  listed  above.  It  13 
suggested  that  pupils  be  consulted  as  to  topics  they  would  like  to  take  up. 
They  should  have  some  new  ones. ) 


The  Newspaper. 

A  Doctor's  Office. 

A  Drug  Store. 

A  Hospital  (local). 

The  Telephone. 

The  Telegraph. 

Care  of  the  Baby. 

Care  of  the  Sick  Room, 

First  Aid   (splinter,  fainting, 

cut,  toothache,  etc.) 
Buying  Shoes  for  the  Children. 
Home   Expenses. 
A  Visit  from  the  Teacher. 
A  Visit  to  the  School. 
A  Note  to  the  Teacher. 
The  School  Department. 
Going  to  the  Theater. 
Health  (air,  exercise,  bathing). 
The  Red  Cross 


THANKSGIVING    DAY 

We  do  not  work  tomorrow. 

It  is  Thanksgiving  Day. 

Thanksgiving  Day  comes  on  the  last  Thursday  in  November. 

It  is  appointed  by  the  President  of  the  United  States. 


3840  Citizenship  Training  in  Other  States 

The  PilgTims  celebrated  the  first  Thanksgiving  nearly  three  hun- 
dred years  ago. 

They  came  to  America  so  that  they  might  worship  God  as 
they  pleased. 

They  landed  in  America  in  the  winter. 

More  than  half  of  them  died  that  first  winter. 

The  second  year  was  more  prosperous. 

The  Indians  taught  them  how  to  plant  corn  in  the  forest. 

They  wished  to  thank  God  for  their  big  crops,  so  they  made  a 
Thanksgiving  feast  and  invited  the  Indians. 

Teaching  Note^. —  Use  calendar,  explain  holiday,  bring  pictures 
of  Pilgrims,  ]\Iayflower,  early  settlements,  and  on  Thanksgiving 
festivals,  family  gatherings,  etc.  Can  any  comparison  be  made 
with  foreion  holidays  ; 

OUR    FLAG 

Our  tiag  has  seven  red  stripes  and  six  white  stripes. 

It  has  forty-eight  white  stars  on  a  blue  field. 

The  thirteen  stripes  show  the  original  number  of  states  in  the 
country. 

The  number  of  stripes  never  change. 

The  stars  show  the  number  of  states  in  the  country  now. 

The  first  flag  had  thirteen  stars. 

A  star  has  been  added  for  each  new  state  that  has  come  into  the 
union. 

We  call  our  flag  '*  The  Star  and  Stripes  "  and  sometimes  "  The 
Star  Spangled  Banner." 

The  flag  stands  for  the  United  States. 

When  we  honor  our  flag,  we  honor  our  country. 

"  I  pledge  allegiance  to  my  flag  and  to  the  Republic  for  which 
it  stands,  one  nation  indivisible,  with  liberty  and  justice  for  all." 

Teaching  Notes. —  Use  may  of  United  States  showing  acquisi- 
tions of  territory  and  admission  of  states.  Provide  pictures  of 
some  flags  of  our  history.  Show  flags,  or  pictures  of  flags,  of  other 
nations. 

SOME    EARLY    HISTORY 

The  Pilgrims  were  among  the  first  immigrants  to  come  to  this 
country. 

They  came  from  England  to  make  a  new  home  in  America. 
They  found  no  white  people  or  houses. 
Instead,  they  found  Indians  and  wigwams. 


!N'ew  ITa.mi'siitre  3841 

The  Pilgrims  wero  Lrave  people  and  did  much  to  help  build 
up  our  country. 

Other  settlements  were  made  along  the  coast. 

Soon  there  were  several  colonies. 

At  first  they  were  governed  by  the  countries  from  which  they 
came. 

Later,  England  ruled  them  all  until  the  United  States  became 
a  free  country. 

Teaching  Notes. —  Compare  the  Pilgrim  migration  with  the 
coming  of  present  immigrants.  The  two  can  be  closely  associated. 
Use  maps  and  pictures.  There  is  enough  material  here  for  con- 
versation to  last  fievej'al  evenings.     Discuss  each  sentence, 

NATIOISrAL    GOVERNMENT 

After  the  colonies  became  free,  each  state  had  its  own  govern- 
ment. 

Laws  were  needed  for  the  protection  of  people  and  property. 

A  central  government  was  also  needed  to  protect  the  people  and 
property  of  all  the  states  together. 

The  central,  or  national  government,  cares  for  the  rights  of  the 
whole  country. 

Each  state  looks  out  for  those  things  which  the  central  govern- 
ment does  not  care  for. 

The  national  government  gives  us  the  postal  service. 

Foreign  trade  is  another  thing  the  central  government  must 
provide  for. 

The  national  government  also  looks  after  the  army  and  navy. 

Laws  are  made  by  Congress. 

Congress  meets  at  Washington,  our  capital  city. 

The  President  is  the  chief  executive  officer. 

He  is  helped  by  members  of  his  cabinet. 

The  members  of  the  cabinet  ai-e  called  secretaries. 

Each  secretary  is  the  head  of  some  department. 

The  courts  and  judges  settle  any  disputes  about  the  law. 

Teaching  Notes. —  This  lesson  and  the  next  three  are  impossible 
of  much  detail  in  the  text.  However,  discuss  fully  each  sentence, 
teaching  the  chief  features  of  national  government.  I"se  pictures 
and  a  map  of  the  City  of  Washington.  Compare  with  foreign 
governments,  particularly  those  of  the  pupil?'  naiive  land. 
120 


3842  Citizenship  Training  in  Other  States 

state  government" 

Our  state  governmeuts  are  similar  to  the  national  government. 

Each  state  has  its  capital  city  where  tJie  legislature  meets. 

The  legislature  has  two  parts,  the  Senate  and  the  House  of 
Representatives. 

The  legislature  makes  the  state  laws. 

The  goveraor,  with  his  helpers,  carries  out  the  laws. 

The  secretarv  of  state  has  charge  of  all  state  papers. 

The  treasurer  takes  care  of  the  state  money. 

The  commissioner  of  education  looks  after  the  schools  of  the 
state. 

Each  state,  like  the  national  government,  has  its  courts  and 
judges. 

This  department  is  called  the  judicial  department. 

Teaching  Notes. —  Use  maps  of  New  Hampshire,  charts,  pic- 
tures of  the  groups  and  individuals  named  above.  N'.ilive  and 
foreign  comparisons  can  be  made  also.     Discuss  each  sentence. 

CITY    GOVERNMENT 

The  mavor  is  the  head  of  the  citv  government. 

The  board  of  aldermen  makes  laws  for  the  city. 

They  decide  how  much  money  the  city  shall  spend. 

The  board  of  public  works  looks  after  the  streets. 

The  police  department  protects  our  lives  and  property. 

The  fire  department  keeps  our  homes,  stores,  and  factories  from 
burning. 

The  board  of  education  manages  the  schools. 

The  board  of  health  keeps  our  city  clean  and  healthy. 

The  city  government  lights  our  streets  and  give  us  parks  and  a 
liltrary. 

These  things  cost  much  money,  so  the  people  have  to  pay  taxes. 

The  board  of  assessors  decides  how  much  taxes  each  person 
shall  pay. 

Many  officials  are  elected  by  the  voters  on  election  day. 

Teaching  Notes. —  T^se  a  map  of  city,  pictures,  and  comparison 
with  foreiffn  cities.  Invite  the  mavor  or  some  other  citv  official 
to  visit  the  class  and  talk  to  ind  with  the  pupils.  Discuss  each 
s<mtence. 


New  Ham rs hike  3843 

TOWN    GOVERNMENT 

Every  town  has  a  town  meeting  once  a  year. 

At  this  meeting,  rho  voters  elect  town  officers. 

The  chief  officers  of  a  town  are  the  selectmen. 

Other  town  officers  are  the  town  clerk,  town  treasnrcr,  and  tax 
collector. 

The  voters  at  the  town  meeting  decide  how  much  money  the 
town  shall  spend. 

The  town  spends  money  for  roads  and  sidewalks,  street  lights, 
and  many  other  things. 

The  school  board  manages  the  schools. 

The  board  of  health  keeps  the  to\ATi  clean  and  healthy. 

The  to^\Tis  have  policeinen  and  a  fire  department. 

All  these  things  cost  mnch  money,  so  the  people  have  to  pay 
taxes. 

Teaching  Notes.—  Map  and  pictures  can  be  used  as  before.  Dis- 
cuss the  town  meeting  and  town  officers.  If  possible  have  one  of 
the  latter  talk  to  the  class.  Bring  about  conversation  on  each 
sentence. 

d.     ADVANCED    COURSE 

To  prepare  an  advanced  course  in  such  details  as  has  been 
the  rule  in  the  foregoing  hardly  appears  practical ;  therefore,  a 
general  program  only  is  offered,  with  suggested  reading  material 
and  certain  teaching  notes.  Before  beginning  the  advanced  course 
the  teacher  would  do  well  to  familiarize  herself  to  some  degree 
with  methods  of  the  beginners'  and  intermediate  courses,  especi- 
ally noting  what  is  said  about  physical  drill  and  singing. 

As  emphasized  earlier  in  this  pamphlet  the  teacher  should 
fairly  radiate  Americanism.  Americanism  must  be  injected  into 
every  piece  of  work  that  is  done,  into  the  teaching  of  reading,  into 
conversation,  into  everything.  Instruction  in  English  is  but  a 
phase  of  Americanization,  the  teacher's  true  task  being  to  make 
real  American  citizens.  The  teaching,  then,  must  include  history, 
government,  hygiene,  sanitation,  civic  pride,  loyalty,  anything 
which  is  going  to  lead  to  an  intelligent  citizenship,  to  the  making 
of  100  per  cent.  Americans  in  school  and  out. 

In  this  making  of  American  citizens  one  does  not  look  to  the 
the  technical  process,  but  rather  to  the  creation  of  a  genuine  desire 
on  the  part  of  pupils  to  become  American  in  spirit.  This  done, 
the  wish  to  accomplish  natTr&'ization  will  come  readily  and  from 


3844  Citizenship  Training  in  Other  States 

within.  Naturalization  should  he  offered  only  when  a  man  has 
become  readv  and  desirous  to  take  on  hoth  the  duties  and  the 
privileges  of  American  citizenship. 

The  content  suggested  for  this  course  has  heen  selected  with  this 
purpose  in  mind.  Probahlv  for  tl^e  first  half  of  the  year  natural- 
ization should  not  be  emphasized.  The  way  should  be  paved 
tactfully  and  intelligently,  however,  for  the  later  introduction  of 
a  definite  naturalization  course. 

This  suggested  course  of  study  is  divided  as  follows:  (1)  read- 
ing, with  some  suggested  material:  (2)  language  and  spelling; 
(3)  writing;  (4)  arithmetic.  History  and  government,  also  geog- 
raphy, are  included  in  the  division  entitled  reading.  The 
teacher  must  use  discrimination  and  careful  thought  in  the  prep- 
aration of  her  class  work  and  should  select  that  only  which  ig 
adapted  to  the  needs  and  interest  of  her  pupils. 

READIXG 
e.    A   SUGGESTED   LIST   OF   BOOKS 

Cobb,  "Arlo,"'  Ai-lo  Publishing  Co.,  ISTewtou  Upper  Falls, 
Mass. 

Cobb,  "  Clematis,"  Arlo  Publishing  Co. 

Prior  and  Rvan,  ''  How  to  Learn  English,"  The  Macmillan 
Co. 

Roberts,  "Advanced  Course,''  the  Association  Press,  New  York. 

Shaipe,  "Plain  Facts  for  Future  Citizens,"  American  Book 
Co. 

Sheridan.  "  The  Liberty  Reader,"  Benj.  H.  Sanborn  and  Co. 

Turkington,  "  My  Country,"  Ginn  and  Co. 

Materia]  may  also  be  selected  from  the  following: 

The  Blaisdell  and  Ball  Readers,  Little,  Brown  and  Co. 

California  Commission  of  Immigration  and  Housing,  "  Heroes 
of  Freedom,"  San  Francisco. 

The  Carpenter  Geographical  Readers,  American  Book  Co. 

Hale,  "The  Man  without  a  Country,"  Little,  Brown  k  Co. 

Hill  and  Davis,  "  Civics  for  New  Americans,"  Houghton, 
Mifflin  Co. 

Mintz,  "  The  New  American  Citizen,"  The  Macmillan  Co. 

National  Catholic  War  Council,  "  The  Fundamentals  of 
Citizenship,"  Washington,  D.  C. 

PI  ass,  "  Civics  for  Americans  in  the  Making,"  D,  C.  Heath 
and  Co. 


Xew  Hampshire  ■        3845 

Riis,  "'  The  Making  of  an  American,"'  The  Macmillau  Co. 
Webster,      "Americanization     and      Citizenship,"      Houghton, 
Mifflin  Co.     (A  splendid  manual  for  teachers.) 
Newspapers  and  magazines  (''  Current  Events"). 

With  thoughtful  selection,  stories  of  American  history  can  be 
made  available  for  class  reading.  A  topic  such  as  ''  The  Coming 
of  the  French  to  America  "  can  be  developed  through  conversation 
and  leading  in  a  class  of  French-Canadians.  For  instance,  begin- 
ning with  the  stories  of  Champlain,  La  Salle,  and  other  earlv 
French  explorers,  the  teacher  may  continue  with  stories  of  later 
settlers  and  the  wars,  bringing  this  continuous  immigration  story 
down  to  modern  times.  Teachers  should  once  and  for  all  get  away 
from  the  idea  that  all  history  must  begin  with  Columbus.  For  a 
class  of  Poles,  from  the  bibliography  accompanying  this  course, 
material  can  be  obtained  on  the  history  of  Poland.  This  reading 
should  be  tied  up  with  the  reading  of  American  history.  Perhaps 
such  material  will  not  be  available  for  class  use,  but  the  teacher 
can  use  it  for  a  supplement  to  her  class  reader,  making  it  a  basis 
for  conversation  and  comparison  with  the  stories  of  American 
history. 

In  using  the  geographical  readers,  those  on  Xorth  America  and 
the  countries  from  which  pupils  have  come  should  be  selected  first. 
Frequent  use  should  be  made  of  maps  and  pictures  in  both  the 
geographical  and  historical  reading.  Some  work  in  local  geography 
will  prove  of  interest,  also.  Careful  selection  is  necessary  before 
using  any  of  the  suggested  reading  material. 

Newspapers  and  magazines  are  always  available.  There  is  much 
splendid  material  in  the  latter  which  often  has  been  overlooked  in 
reading  courses  and  much  can  be  done  through  the  former  in  cur- 
rent events.  The  co-operation  of  pupils  in  providing  this  kind  of 
reading  material  should  be  sought. 

Many  other  topics  under  the  head  of  civics,  community  life, 
health,  sanitation,  etc..  can  be  introduced,  through  the  reading 
process.  Plenty  of  conversation  leads  to  the  socialized  recitation, 
which  lends  itself  especially  well  to  the  teaching  of  Americanism. 

TvANGFAGE    AND    SPELLING 

This  part  of  the  course  may  be  summed  up  in  the  sentence,  drill 
on  correct  forms  and  usages  and  the  variations  of  person,  num,ber 
and  tense.  But  the  drill  must  alwavs  be  purposive  u]ion  langiiaire 
of  daily  use,  and  the  teacher  must  be  ingenious  enough  to  avoid 
monotony. 


3846  CiTizEiS'SHiP  Training  in  Other   States 

The  constructional  work  will,  of  course,  include  attention  to  the 
following : 

]SJ"ouns,  singular  and  plural. 

Pronouns,  personal,  possessive,  reflexive,  relative,  interrogative. 

The  demonstratives. 

Comparison  of  adjectives. 

Verbs, 

(a)  regular, 

(1)  present,  past,  future,  and  progressive  forms, 

(2)  Interrogative  and  negative  uses. 

(b)  irregular, 

(1)   individually  as  they  appear. 

(c)  most  common  auxiliaries, 

(d)  passive  voice. 
Adverbs,  use  and  formation. 
Conjunctions  and  prepositions,  uses. 

Punctuation  and  capitals.  (Teach  oiily  the  simplest  rules  of 
punctuation. ) 

Much  can  be  accomplished  by  the  tactful,  but  persistent  correc- 
tion of  errors.  The  device  of  filling  in  blank  spaces  in  sentences, 
both  on  the  board  and  during  seat  work,  should  be  used  to  the 
fullest  extent. 

In  teaching  spelling  the  teacher  should  prepare  lists  of  com- 
monly used  words,  having  them  copied,  dictating  them,  urging 
])npils  to  do  home  work  upon  them,  and  finally  dictating  and  hav- 
ing them  written  in  sentences.  Little  or  no  oral  spelling  should 
]^e  called  for.  It  is  for  writing  purposes  chiefly  that  pupils  wish 
to  know  how  to  spell.  ]^ote-books  should  be  in  constant  use  in  this 
work. 

WRITING 

The  pupil's  note-book  is  a  most  valuable  aid  to  the  teacher.  One 
should  be  provided  at  the  first  session  and  used  constantly  there- 
after. Notebooks  are  a  splendid  assistant  to  the  teacher  in  drill 
work,  as  for  instance,  in  spelling,  described  above.  They  are  valu- 
able, also,  for  the  many  kinds  of  copy  work  taken  up  in  earlier 
parts  of  this  manual,  some  of  which  can  be  used  with  an  advanced 
class. 

The  writing  of  business  and  friendly  letters  will  probably 
occupy  most  of  the  writing  period.  From  an  advertisement  in  a 
paper  a  conversation  can  be  developed  after  the  reading.  From 
the  advertisement  can  then  be  framed  up  orally  and  by  use  of  the 


I^^EW  Hampshire  3847 

blackboard  a  letter  based  upon  it.  The  writing  of  the  letter  by 
pupils  follows  either  by  copying  or  from  dictation.  The  writing 
of  a  friendly  letter  can  be  accomplished  in  a  similar  manner.  This 
sort  of  work  can  be  repeated  indefinitely  without  having  the  class 
lose  its  interest.  Writing  can  be  practiced  also  by  the  filling  in  of 
all  sorts  of  blank  forms,  such  as  receipts,  money  orders,  etc. 

ARITHMETIC 

The  teachings  of  arithmetic  should  be  entirely  optional.  Some 
pu})ils  will  desire  it,  others  will  not.  In  any  event  instruction  in 
the  fundamental  processes,  and  perhaps  fractions,  will  be  all  that 
the  teacher  will  be  called  upon  to  furnish. 

RACIAL  BACKGROUNDS 

A    BiBLIOGKArHY  "^ 
BOOKS  THAT  INSPIRE  THE  SOCIAL   SPIRIT 

*'  Twenty  Years  at  Hull  House,"  Addams. 
"  Spirit  of  Youth  and  the  City  Streets,"  Addams. 
"  Americans  in  Process,"  Robert  Woods. 
"  One  Way  Out,"  W.  Cai-lton. 
*'  New  Lives  for  Old,"  ^^\  Carleton. 
"  They  Who  Knock  at  Our  Gates,"  Antin. 
"  Immigrant  Tide,  its  Ebb  and  Flow,"  Steiner. 
"  On  the  Trail  of  the  Immigrant,"  Steiner. 
"  Introducing  the  American  Spirit,"  Steiner. 
"  Naturalizing  America,"  Steiner. 
''  O  Pioneers,"  W.  S.  Gather. 
"  Schoolmaster  of  the  Great  City,"  A.  Patri. 
"  Souls  of  Black  Folks,"  Du  Bois. 
"  Story  of  a  Pioneer,"  Anna  H.  Shaw. 

^'  Foreign-Born  American,"  Jane  Bobbins,  Outlook.  August  18, 
1906. 

BOOKS    DEALING    WITH    IMMIGRANT    EXPERIENCES, 
INSPIRATIONAL 

"Making  of  an  American,"  Riis  (Danish). 

"Promised  Land,"  Antin  (Russian  Jew). 

"  The  Lie,"  Antin  (Atlantic  Reading  Series). 

"Against  the  Current,"  Steiner  (Hungarian  Jew). 

"  From  Alien  to  Citizen,"  Steiner. 

"  My  Mother  and  I,"  Stern  (Polish  Jew). 


*  Many   of   the   books   in   this   bibliography    present   an   extremely   railical 
viewpoint. 


3848  CiTizEiVsiiip  Traimisg  i:n  Ot  ek  States 

"  Out  of  the  Shadow,"  Cohen  (Russian  Jew), 
"  One  of  them,"  Hasanovitz  (Russian  Jew). 
"  Little  Grandmother  of  the  Russian  Revolution,"  Breshkovsky. 
"  Far  Journey,"  Rihbany  (Syrian). 
"  Up  from  Slavery,"  Washington. 
"  Karl  Bitter,"  F.  Schevill  (Hungarian). 
"  ]\lichael  Anagnos,"  F.  B.  Sanborn  (Greek), 
"  Life  Stories  of  Undistinguished  Americans  as  Told  by  Them- 
selves," H.  Holt. 
"My    Immigrant   N'eighbors,"    Gertrude    Brown,    ''Outlook," 

as  listed  below: 

"  Becky  on  the  Unemployed,"  August  18,  1915. 

"An  Artist  in  a  Machine-made  World,"  August  25,  1915, 

"  Graziella's  Debt,"  September  1,  1915. 

"  Matilda's  Gardening,"  September  15,  1915. 
"  Kalevala,"  Crawford  (Finland). 
"  Pan  Tadeusz,"  Mickiewicz  (Lithuanian  and  Polish). 
"  Scum  o'  Earth,  and  other  Poems,"  Schauffler. 

GENERAL  IMMIGRATION 

"  Immigration  Problem,"  Jens  and  Lauck. 
"  The  Immigrant ;  an  Asset  and  a  Liability,"  Haskin. 
"  Races  and  Immigrants  in  America,"  Commons. 
"  Selected    Articles    on    Immigration,"    Debaters'    Handbook 
Series,  Reely. 

GENERAL,  IMPORTANT  SOURCES 

"  Literary  Digest," 
1918: 
October       12,   Italians. 
December     7,  Greeks. 

1919: 
Januarv        4,  Armenians. 
January     25,  Swedes. 
February     8,  Norwegians. 
February   15,  Poles. 
February  22,  Danes. 
March  8,  Poles. 

March         15.  Greeks. 
March         22,   Si)aniards. 
March         29.  Armenians. 


New  Hampshire  3849 


1919 


April 

19, 

Lithuanians. 

Mav 

3, 

Syrians. 

May 

24, 

Finns. 

May 

31, 

Letts. 

June 

7, 

Jugoslavs. 

June 

14, 

Esthonians. 

June 

■21, 

Letts. 

June 

28, 

Finns. 

Special  ISTationalities 
Armenkins 

"  Tragedy  of  Armenia,"  Papazian. 
''Armenian  Poems,"  Alice  Stone  Blackwell. 
"  Through  Armenia  on  Horseback,"  Hepworth. 

Slavs. 

"  Our  Slavic  Fellow  Citizens,"  Balch. 

"  Bohemia  under  Hapsburg  Misrule,"  Capek. 

"  Slovaks  of  Hungary,"  Capek. 

"  Heart  of  Europe,"  Pergler. 

"  Interpretation  of  the  Russian  People,"  Wiener. 

"  Potential  Russia,"  Child. 

"A  Hundred  Years  of  Russian  History,"  Howe. 

"  Some  Russian  Heroes,  Saints  and  Sinners,"  Howe. 

"  Russian  Empire  of  Today  and  Yesterday,"  Winter. 

"  History  of  the  Lithuanian  ISTation,"  etc.,  Jusaitis. 

"  Ukraine's  Claim  to  Freedom,"  I^krainian  National  Assor-ia 

tion. 
"  Serbia  in  Light  and  Darkness,"  Yelimirovic. 
"  Serbia  :  a  Sketch,"  Reed,  H.  L. 

Rumanians. 

"  Rumania,  Her  History  and  Politics,"  Mitrany. 

"  Domestic  Life  in  Rumania,"  Kirke. 
Greeks. 

"  Greeks  in  America,"  Burgess. 

"  Story  of  the  Greek  People,""  Tappan. 

Syrians. 

"  New  International  Encyclopedia." 
"  Far  Journey,"  Rihbany. 
"  Syrian  Christ,"  Rihbany. 
"America,  Save  the  Near  East,'"  Rihbany. 


3850  CiTizExsHip  TRAIXI^'G  IX  Other  States 

"  Syrian  Home  Life,"  Jessup. 

"  Syria,  The  Land  of  Lebanon,"  Leary. 

"  Fifty-three  Years  in  Syria,"  Jessup. 
Italians. 

"  Italian  Today,  American  Tomorrow,"  Rohbins,  "  Outlook," 
June  10,  1905. 

''  The  Coming  of  the  Italian."  ''  Outlook.""  February  24,  1906. 

"  Races  and  Immigrants  in  America.""  Comuions. 

"  Italian  Life  in  Town  and  Country,""  Villari,  L. 
Finna. 

"  Finland  and  the  Finns,"  Reade, 

"  Finland  as  It  Is,  De  Windt. 

"  Summer  Tour  in  Finland."  Waineman. 

"  The  Land  of  a  Thousand  Lakes,"  Young. 

"  Finland  Today,"  Renwick. 
Portuguese 

"  Portugal  and  the  Portuguese,"  Bell. 

"  Portugal,  Old  and  Young,"  Young. 

"  The  Azores,"   Haeberle,   "  Xational   Geographic  Magazine,*' 
June,  1919. 
Poles  —  Historical. 

"  Old  Homes  of  New  Americans,"  Clark. 

"  Poland,  The  Knight  Among  Nations.*'  \'an  Xorman. 

"  Poland,"  Brandes. 

"  Poland  of  Today  and  Yesterdav."'  Winter. 

"Poland,  a  Study  in  National  Idealism,"  Gardner. 

Historical  Fiction: 
"  AVith  Fire  and  Sword,"  Sienkiewicz. 
"  The  Deluge,"  Sienkiewicz. 
"  Pan  Michael,"  Sienkiewicz. 
"  Brief  History  of  Poland,"  Orvis. 

Poles  —  Peasants. 

"  Polish  Peasant  in  Europe  and  America,"  Thomas  and  Znani- 

ecki. 
"  Slavs  on  Southern  Farms,"'  Hodges. 
"  Two  Glimpses  of  New  England  Poles,"  "  Forum,"'  February, 

1914. 
"Americanizing  Eighty  Thousand  Poles,"  "  Survey,"  June  4, 

1910. 
"  The  Black  Dirt  People,"  "Outlook,"  December  25,  1909. 


New  Hampshire  3851 

"  The  Pole  in  the  Land  of  the  Puritan,"  "  ^N'ew  England  Maga- 
zine,'' October,  190'3. 
"Jan,  the  Polish  Miner,"  '' Outlook,"  March  26,  1910. 

Poles  —  Polish  Jews : 

"  Jews  of  Russia  and  Poland,"  Friedlander. 
"  My  Mother  and  I,"  Stern. 
"  Out  of  the  Shadow,"  Cohen. 
"  Promised  Land,"  Antin. 

Lithuanians. 

"  History  of  the  Lithuanian  Nation,"  etc.,  Jusaitis. 

"  Pan  Tadeusz,"  Mickiewicz. 

"  Lithuania  in  Retrospect  and  Prospect,"  Szlupas,  J. 

Maeo  S.  Brooks,  Deputy  C ominissioner  of  Education,  Concord, 
Letter  November  26,  1919.    Bulletin,  "  School  Laws  of  1919." 

8.  Teaching  of  English  Language  in  Public,  Parochial  and  Other 
Private  Schools,  and  to  Non-English-Speaking  Adults 

a.      SOME    STEPS    ALREADY    TAKEN 

Correspondence  of  Committee  with  Rt.  Rev,  George  Albert  Guer- 

tin,  D.D.,  Bishop  of  Manchester,  July  and  August,  1918. 
Appointment  Diocesan  Superintendent  of  Parochial  Schools. 
Report  of  Conference  of  School   Superintendents,   Chairmen   of 

School  Boards  and  Others,  Representatives'  Hall  October  31, 

1918. 
Letter  of  Rt.  Rev.  Bishop  Guertin  to  the  Roman  Catholic  Clergy, 

November  15,  1918. 
Reprint  of  Interpretative  Editorials. 
Resolutions,  New  Hampshire  State  Federation  of  Labor. 
Action  of  New  York  State  Federation  of  Labor. 
Resolutions  of  New  Hampshire  Manufacturers'  Association. 
Resolutions  of  the  Association  Canado-Amerieaine. 


State  House,  Concord 

December,  1918 

b.    foreword 

The  following  statement  cannot  be  questioned  by  any  patriotic 
American,  viz.,  that  all  our  citizens  of  whatever  race  should  be 
able  to  conve:sf-  and  do  business  together  in  one  comvmon  language 


3852  CiTizEiSrsHip  Training  in  Othee  States 

is  vitally  essential  for  good  citizenslii})  and  for  ilie  well-being  and 
the  preservation  of  a  form  of  government  like  ours,  the  security  of 
whose  foundations  rests  solely  on  the  sound  piihlic  opinion  of  the 
electorate. 

"  There  is  no  one  thing  so  supremely  essential  to  a  govern- 
ment such  as  ours,  where  decisions  of  such  iinportance  riiU'St 
be  made  by  public  opinion,  as  that  every  man  and  woman  and 
child  shall  know  one  tongue,  that  each  may  speak  to  every 
other  and  that  all  may  be  informed."  {Secretary  Lake's 
annual  report,  just  issued. ) 

This  pamphlet  is  compiled  and  printed  primarily  for  the  infor- 
mation of  the  citizens  of  New  Hampshire  with  reference  to  some 
of  the  first  steps  taken  in  the  attempt  ta  provide  that  every  man, 
woman  and  child  in  this  state  shall  be  able  to  speak,  read,  write 
and  understand  our  national  language  —  English. 

The  work  of  this  Committee  and  of  the  State  Department  of 
Public  Instruction  is  intimately  related,  in  many  respects  identi- 
cal. We  have  jointly  undertaken  the  development  of  evening 
schools  in  the  larger  cities  and  towns,  using  modem  methods  of 
teaching.  Under  the  arrangements  now  being  j>erfected,  some  of 
which  are  shown  herein,  the  success  of  these  schools  throuo'hout 
the  state  seems  to  be  assured.  A  full  report  of  the  development  of 
our  evening  schools  will  be  published  in  the  near  future. 

It  is  believed  that  the  special  work  of  this  Committee  should  be 
continued  by  a  department  of  the  state  public  school  system,  created 
by  and  acting  under  legislative  authority. 

State  Hotse,  CoNcoRn,  December,  191  S 

(Copies  of  this  pamphlet  and  of  the  original  program  issued  under  date  of 
August  20,  191S,  and  referred  to  on  page  3  hereof,  to  a  limited  amount  may  be 
obtained  upon  request  to  the  Committee,  State  House,  Concord.) 

C.        correspondence      of      COMillTTEE      WITH      RIGHT      REVEREND 

george  albert  guertin,  d.d.,  i'.isiioj'  of  manchester 

State  House, 
Concord,  N".  H..  July  26,  1918. 

Kt.  Rev.  George  Albert  Guertin,  D.D.,  Bisliop  of  Manchester, 
Manchester,  N.  H. 

My  Dear  Hishop  Guertin. —  We  enclose  for  your  use,  an 
advance  and  confidential  copy  of  the  program  of  this  Committee 
to  be  generally  distributed  about  August  20th. 


IN'ew  Hampshire  3853 

The  appointment  and  authority  of  this  Committee  as  a  sub- 
committee of  our  New  Hampshire  Committee  on  Public  Safety, 
upon  the  initiative  of  the  Federal  Government  through  the  United 
States  Bureau  of  Education,  what  the  term  Americanization 
means,  the  work  of  the  committee  and  the  methods  by  which  it 
hopes  to  accomplish  results  are  also  set  forth  in  the  program. 

It  is  sent  to  you,  as  the  head,  in  this  State,  of  a  great  historic 
church  whose  followers  number  about  one-quarter  of  our  entire 
people  and  whose  wholesome  influence  over  its  communicants  is 
desei-vedly  great  and  useful.  You  are  also  the  head  of  a  system  of 
parochial  schools  which  are  said  to  number  nearly  20,000  pupils, 
or  almost  one-quarter  of  the  total  number  of  children  of  school  age 
in  the  State.  It  is  also  sent  to  you  as  an  American  citizen  whose 
earnest  desire  must  be  to  promote  the  highest  and  best  type  of 
citizenship  in  our  common  country. 

Among  other  things  you  will  agree  that  it  is  vitally  essential  for 
such  citizenship  and  for  the  well-being  and  perhaps  the  preserva- 
tion of  our  form  of  govei-nment  that  every  man,  woman  and  child 
in  N^ew  Hampshire  shall  be  able  to  speak,  read,  write  and  under- 
stand our  national  government. 

We  urgently  need  the  powerful  influence  and  the  sympathetic 
and  earnest  co-operation  of  yourself  as  a  stalwart  American  citizen 
as  well  as  Bishop  of  the  Catholic  Diocese  of  Xew  Hampshire,  and 
of  all  the  members  of  your  church  in  this  State. 

Speaking  for  your  people  in  ^ew  Hampshire  will  you  not  exert 
that  influence  and  give  use  that  kind  of  co-operation  ? 

An  early  afiirmative  reply  will  greatly  aid  us.  We  await  that 
reply  with  confidence  that  this  great  public  work  merits  and  will 
receive  your  cordial  approbation. 

The  Committee  has  asked  Mr,  Wilfrid  J.  Lessard,  of  Man- 
chester, to  submit  the  foregoing  to  you  and  receive  your  personal 
reply  for  the  Committee. 

Believe  me, 

Very  sincerely  yours, 

Fkank  S.   Streeter, 

Chairnmii  for  Cuiiunittee. 


3854  Citizenship  Training  in  Othee  States 

State  House, 
Concord,  N.  H.,  July  26,  1918. 
Rt,  Rev.  George  Albert  Guertin,  D.D.,  Bishop  of  Manclvesler, 
Manchester,  N.  H. 
My  Dear  Bishop  Guertin. —  On  page  2  of  this  Committee's 
program  to  be  distributed  about  August  20th,  an  advance  and  cou- 
lidential  copy  being  enclosed  herewith,  you  will  find  copy  of  the 
four  fundamental  principles  adopted  at  the  Washington  meeting 
called  by  Secretary  Lane  and  held  on  April  3d.  Among  these  you 
will  note  the  following: 

"'  4.   That   in   all   schools  where  elementaxy   subjects   are 
taught  they  should  be  taught  in  the  English  language  only." 

This  action  initiated  by  our  federal  government,  to  be  made 
applicable  in  all  the  states,  is  in  conformity  with  our  Xew 
Hampshire  statutes  that  the  common  English  branches  shall  l^e 
taught  in  English  only. 

In  the  application  of  that  principle  to  the  conduct  of  the  ele- 
mentary schools  in  ISTew  Hampshire,  including  all  parochial 
schools,  the  following  statement  is  suggested  as  one  that  may  be 
properly  approved  and  carried  out  by  all  having  charge  or  control 
of  such  schools,  namely : 

1.  That  in  the  instruction  of  children  in  all  schools,  including 
private  schools,  in  reading,  writing,  spelling,  arithmetic,  grammar, 
geography,  physiology,  history,  civil  government,  music  and  draw- 
ing the  English  language  shall  be  used  exclusively,  both  for  tlie 
purposes  of  instruction  therein  and  for  purposes  of  general 
administration, 

2.  The  exclusive  use  of  English  for  purposes  of  instruction  and 
demonstration  is  not  intended  to  prohibit  the  conduct  of  devotional 
exercises  in  private  schools  in  a  language  other  than  English. 

3.  A  foreign  language  may  be  taught  in  elementary  schools 
provided  the  course  of  study  (or  its  equivalent)  outlined  by  the 
Xew  Hampshire  Department  of  Public  Instruction  in  the  common 
English  branches,  that  is,  in  reading,  writing,  spelling,  arithmetic, 
grammar,  geography,  physiology,  history,  civil  government,  music 
and  drawing,  be  not  abridged  but  be  taught  in  compliance  with  the 
law  of  the  state. 

We  would  be  glad  to  have  you  as  the  head  of  our  parochial 
schools  in  New  Hampshire,  examine  this  gemeral  statement  as  it  is 
made  relative  to  the  instruction  and  general  administration  in  such 


^New  Hampshike  3855 

schools   and  give   this   Coinmittec   your    approval    of    its   general 
adoption  for  all  the  New  Hampshire  schools. 

The  foregoing  statement  has  been  prepared  after  several  con- 
ferences with  prominent  Catholic  laymen  interested  in  the  paro- 
chial schools,  and  with  Mr.  Butterfield,  the  State  Superintendent 
of  Public  Instiiiction.  and  has  the  endorsement  of  the  State  Super- 
intendent, of  these  laymen,  and  of  this  Committee,  and  we  hope 
3'ou  will  find  it  so  drawn  that  vou  will  be  able  to  i>ive  it  your 
cordial  approval. 
Believe  me, 

Very  sincerely  yours, 

Frank  S.  Stkeetek. 

Chair  )n  an. 


Bishop's  House,  145  Lowell  Street 

Manchester,  I^T.  H.,  July  31,  1918. 
The  Honorable  Frank  S.  Streeter,  Concord,  X.  H. 

Honorable  and  Dear  Sir. —  The  Right  Reverend  Bi>hop 
directs  me  to  write  that  Wilifrid  J.  Lessard,  Esq.,  of  ^ranchestcr, 
has  delivered  to  him  two  letters  from  you  in  regard  to  plans  for 
Americanization. 

The  Right  Reverend  Bishop,  who  has  been  absent  on  accouut  of 
episcopal  visitation,  wishes  me  to  say  that  he  heartily  endorses  the 
contents  of  your  letter  and  that  his  personal  letter  expressing  his 
approbation  will  be  sent  to  you  in  a  few  days  through  Wilfrid  J, 
Lessard,  Esq. 

I  beg  to  remain,  Honorable  and  dear  Sir, 

Yours  sincerely, 

J.  S.  Buckley,  D.C.L.. 

Chancellor, 


Bishop's  House,  145  Lowell  Street 

Manchester,  K  H.,  August  2,  1918.  . 
The  Honorable  Frank  S.  Streeter,  Chairman,  New  Hampshire 
Committee  on  Americmiization,  State  House,  Concord,  N.  H. 
Honorable  and  Dear  Mr.  Streeter. —  I  am  in  receipt,  at  the 
hands  of  Wilfrid  J.  Lessard,  Esq.,  of  Manchester,  of  your  commu- 
nications dated  July  26,' 1918,  with  enclosures. 

In  reply  to  your  comanunications  I  would  state  that' the  Bishop 
of  Manchester  may  be  relied  upon   always  to  give  his   cordial 


>3856  CiTizE?rsHiP  Traixi^tg  in  Other  States 

approval  and  his  staunch  support  to  any  movement  that  may  help 
to  make  men  practical  Christians  and  loyal  citizens.  Any  action 
that  may  assist  parents  to  bring  up  their  children  in  the  fear  and 
love  of  God,  in  respect  for  and  obedience  to  all  lawfully  constituted 
authority  must  have  the  encouragement  and  influence  of  every 
Catholic  Bishop. 

As  true  education  should  procure  for  man  the  means  of  develop- 
ing his  whole  being  in  the  attainment  of  the  end  for  which  he  was 
destined  by  the  Creator  and  as  man  is  a  composite  being,  in  whom 
the  body  is  the  handmaid  of  the  soul,  so  education  while  not  neglect- 
ing the  means  requisite  for  man's  physical  and  mental  well-being 
must  provide  means  for  his  moral  training.  Such  education  has  for 
its  basic  principle  the  words  of  our  Divine  Master :  "  Render  to 
Caesar  the  things  that  are  Caesar's  and  to  iGod,  the  things  that  are 
God's.''  And  obedience  to  this  fundamental  principle  begets  not 
only  true  love  and  sincere  service  of  God,  but  also  loyal  citizenship 
and  self-sacrificing  patriotism.  For,  in  the  light  of  this  principle 
the  very  acquittal  of  our  obligations  towards  the  state  and  the 
nation  is  trulv  the  fulfillment  of  a  dutv  towards  Almiohtv  God 
Himself. 

Therefore,  as  the  Bishop  of  ^lanchester,  with  the  responsibility 
for  the  souls  of  the  citizens  of  our  great  state  committed  to  my  care, 
with  the  obligation,  as  a  citizen,  of  serving  God  by  seeking  the 
welfare  of  our  state  and  our  nation,  I  most  cordially  approve  of 
and  willingly  lend  my  co-operation  to  any  movement  in  accordance 
with  the  fundamental  principle  of  edueation.  "  Render  to  Caesar 
the  things  that  are  Caesar's ;  and  to  God,  the  things  that  are  God's." 

I  have  read  carefully,  dear  Mr.  Chairman,  the  three  articles, 
namely : 

1.  That  in  the  instruction  of  children  in  all  schools,  including 
private  schools,  in  reading,  writing,  spelling,  arithmetic,  grammar, 
geography,  physiology,  history,  civil  government,  music  and  draw- 
ing the  English  language  shall  be  used  execlusively,  both  for  the 
purposes  of  instruction  therein  and  for  the  purpose  of  general 
administration. 

2.  The  exclusive  use  of  English  for  purposes  of  instruction  and 
administration  is  not  intended  to  prohibit  the  conduct  of  devotional 
exercises  in  private  schools  in  a  language  other  than  English. 

3.  A  foreign  language  may  be  taught  in  elementary  schools  pro- 
vided the  course  of  study  (or  its  equivalent)  outlined  by  the  New 
Hampshire   Depfirtment   of   Public   Instruction   in   the   common 


!Retv  Hampshire  3857 

English  branches,  that  is,  in  reading,  writing,  spelling,  arithmetic, 
grammar,  geography,  physiologx',  history,  civil  government  minsic 
and  drawing  be  not  abridged,  but  be  taught  in  compliance  with  the 
law  of  the  state.  By  wlhich  the  fourth  general  principle  on 
Americanization,  namely : 

''  4.   That   in   all   schools   where   elementary   subjects    are 
taught  in  the  English  language  only," 

is  explained  and  interpreted  by  the  New  Hampshire  Committee  on 
Americanization,  and  to  that  explanation  and  interpretation  of  the 
fourth  principle  on  Amtericanization  by  the  Xew  Hampshire  Com- 
mittee, I  give  my  cordial  approval  for  adoption  in  all  New 
Hampshire  schools. 

I  am,  Honorable  and  dear  Mr.  Streeter, 

Yours  sincerelv, 
(Cross)   George  Albert  Guertin, 

Bishop  of  Manchester. 


State  House, 
CoAcoKD,  N.  H.,  August  14,  1918. 
Rt.  Rev.  George  Albert  Guertin,  D.D.,  Bishop  of  Manchester, 
Manchester,  N.  H. 
My  Dear  Bishop  Guertin. —  I  have  yours  of  the  second  instant, 
assuring  this  Committee  of  your  earnest  and  sympathetic  aid  in 
carrying  on  its  work ;  also  expressing  your  cordial  approval  of  the 
principle  adopted  at  Washington  ("  4.   That  in  all  schools  where 
elementary  subjects  are  taught,  they  should  be  taught  in  the  Eng- 
lish language  only")  as  the  same  is  explained  and  interpreted  in 
the  three  articles  submitted  in  ours  of  the  26th  ultimo. 

In  behalf  of  the  Committee,  let  me  express  our  gratification  at 
your  assurance  of  a  sympathetic  support  for  our  general  work ;  also 
that  a  mutual  understanding  so  harmonious  and  satisfactory  to  all 
concerned,  has  been  reached  with  reference  to  the  question  of 
teaching  English  in  all  our  schools. 

Very  truly  yours, 

Frank  S.  Streeter. 

Chairman. 


3858  CitizejN'Ship  Training  in  Other  States 

Appointment    of    Diocesan    Superintendent    of   Parochial 

Schools 

On  October  13,  1918,  Rt.  Rev.  Bishop  Guertin  informed  tlie 
chairman  of  the  Committee  on  Americanization  that  he  had 
appointed  Rev.  P.  J.  Scott,  Rector  of  St.  Michael's  Church,  Exe- 
ter, ^N".  H.,  to  the  office  of  Diocesan  Superintendent  of  Parochial 
Schools  throughout  the  State  of  New  Hampshire,  closing  his  letter 
with  the  following  statement: 

"  I  feel  satisfied  that  with  a  thorough  understanding  and  a 
sympathetic  willingness  to  work  together  in  harmony,  there 
exists  no  reason  why  the  public  and  parochial  schools  of  ISTew 
Hampshire  cannot  pla.ce  our  beloved  state  in  the  foremost 
rank  in  matters  educational  and  patriotic." 


d.    report  of  conference  on  evening  schools 
October  31,  1918 

On  October  31st  a  conference  of  school  superintendents,  chair- 
men of  school  boards  and  others  was  held  at  Representatives'  Hall, 
State  House,  Concord,  N.  H.,  the  Rt.  Rev.  Bishop  Guertin  being 
represented  at  that  conference  by  the  Rev.  J.  S.  Buckley,  D.C.L., 
Chancellor  of  the  Diocese  of  Manchester,  and  by  the  Rev.  P.  J. 
Scott,  Diocesan  Superintendent  of  Parochial  Schools  in  New 
Hampshire. 

The  notice  of  the  conference  stated  that  there  would  be  a 
thorough  consideration  of  the  subject  of  evening  schools  and  the 
use  of  effective  modern  methods  in  carrying  on  such  schools  suc- 
cessfully in  this  state;  also  that  the  Federal  Government  urges  the 
maintenance  of  such  schools  for  non-English  speaking  people  as  an 
essential  part  of  the  progi-am  of  war  and  post-war  activities. 

Notice  was  also  given  that  after  lunch  there  would  be  an 
informal  general  discussion  of  the  most  effective  modern  methods 
of  teaching,  and  that  Miss  Mary  Mugan,  assistant  superintendent 
of  schools  of  Fall  River,  Mass.,  a  highly  competent  and  experienced 
expert,  would  organize  a  class  from  those  present  and  practically 
exemplify  such  methods  of  teaching. 

The  Manchester  "Union"  of  November  1st  contained  the 
following  news  report  of  the  conference : 

e.     IMPRESSION"   OF  A   GOING   CONCERN 
feature  of  big  AMERICANIZATION  CONFERENCE  IIEI.O  AT  CONCORD 

Concord,  October  31. —  The  state  department  of  public  instruc- 
tion, religion,  industry,  Dartmouth  College,  organized  labor,  and 


New  Haatpshire  3859 

mauv  other  interests  of  great  influence  were  represented  at  a  meet- 
ing in  Eepresentatives'  Hall  and  the  Eagle  Hotel  today,  called  and 
presided  over  by  Gen.  Frank  S.  Streeter,  chairman  on  Americani- 
zation, and  devoted  to  a  discussion  of  Americanization  through 
the  teaching  of  English  to  the  new  Americans,  who  used  to  be  called 
"  foreigners  ". 

In  a  day  packed  with  interesting  things,  the  special  feature  was 
an  exemplification  of  modern  evening  school  methods  of  teaching 
English  by  Miss  Mary  Mugan,  assistant  superintendent  of  schools 
of  Fall  River,  Mass.,  a  most  illuminating  demonstration,  in  which 
the  audience  was  caiTied  right  through  a  lesson  in  away  calculated 
to  fix  it  in  mind. 

The  meeting  opened  at  11  o'clock  in  Representatives'  Hall  and 
was  attended  b}^  a  large  numbei-  of  instructors  and  superintendents 
and  representatives  of  the  church  and  of  industry.  It  was  at  once 
a  general  meeting,  a  conference  and  a  school  of  instruction. 

General  Streeter  spoke  briefly,  explaining  the  work  of  the  Com- 
mittee on  Americanization  in  New  Hampshire,  developing  the  idea 
that  the  teaching  of  English  to  the  foreigm-speaking  peoples  is  the 
first  step  towards  their  complete  Americanization,  and  outlining 
the  process  by  which  the  work  of  the  comlmittee  has  been  built  up 
around  the  state  department  of  public  instruction.  He  then  called 
upon  the  state  superintendent,  E.  W.  Butterfield. 

Mr.  Butterfield's  brief  talk  was,  in  a  way,  a  revelation.  It  was 
addressed  to  the  teachers  and  superintendents  present  and  pro- 
oeeded  upon  the  assumption  that  the  machinery  of  education  in 
English  was  already  in  operation.  His  was  a  practical  talk  on 
methods  of  procedure  to  men  already  at  work  and  was  calculated 
to  give  the  impression  that  was  deepened  as  the  meeting  went  on. 

The  superintendent  was  followed  by  M.  S.  Brooks  of  Exeter, 
who  is  organizing  the  work  of  the  committee  in  the  schools  and  who 
gave  another  practical  talk,  amplifying  and  applying  certain 
general  principles  outlined  by  the  superintendent.  Then  he 
answered  questions  and  once  more  the  idea  of  a  going  concern  was 
pressed  home.  The  questions  were  numeroiis,  practical  and 
pointed  —  questions  of  men  who  are  at  work. 

Ralph  C.  Fittz  of  Manchester,  a  member  of  the  committee  staff 
and  connected  with  one  of  the  greater  industries,  the  McElwain 
concern,  spoke  to  the  industrial  employers  present,  showing  their 
part  in  the  Americanization  undertaking. 


3860  Citizenship  Training  in  Other  States 

f.  Manchester's  program 
Then  Superintendent  of  Schools  Herbert  L.  Taylor  of  Man- 
chester gave  a  most  interesting  account  of  the  process  by  which 
Manchester  has  prepared  to  go  into  this  business  in  a  big  way  and 
to  open  its  evening  schools  within  a  few  days  with  a  staff  of  more 
than  200  carefully  selected  teachers  who  have  taken  a  normal 
course  in  the  modern  methods  of  teaching  English.  He  closed  a 
thoroughly  enjoyable  and  familiar  talk  with  the  vigorous  remark 
that  ''  if  with  the  people  in  their  present  state  of  mind  and  with 
all  the  forces  available  for  pushing  of  the  evening  schools  and  the 
English-teaching  program  through  to  success,  the  thing  is  not  done 
now,  it  can't  be  done  for  many  years  to  come." 

And  throughout  the  superintendent's  stirring  talk  this  idea  that 
the  thing  was  going  got  firmer  hold. 

At  its  close  General  Streeter  invited  his  guests  to  the  Eagle 
Hotel  for  luncheon,  and  it  was  at  the  tables  that  one  got  the  idea 
of  pretty  much  the  whole  state  back  of  this  movement.  When  one 
saw  the  superintendent  of  public  instruction,  the  Episcopal  Bishop 
of  Xew  Hampshire,  the  Chancellor  of  the  Catholic  diocese  and  the 
superintendent  of  the  Catholic  parochial  schools,  the  president  of 
Dartmouth  College,  representatives  of  organized  labor,  and  of  the 
Federation  of  Women's  Clubs,  the  general  manager  of  the 
McElwain  plant  in  Manchester,  representatives  of  the  Amoskeag 
Manufacturing  Company,  the  president  of  the  Manchester  Board 
of  Commerce,  the  president  and  secretary  of  the  New  Hampshire 
Manufacturers'  Association,  and  scores  of  other  men  and  "women, 
all  r('{)resentative,  all  ccmnected  with  organizations  or  institutions 
of  immense  influence,  and  all  gathered  around  the  head  of  the  ISTcw 
Hampshire  Committee  on  Americanization,  one  could  not  escape 
the  idea  of  a  tremendous  force  at  work. 

Luncheon  over.  General  Street  introduced  ^fiss  Mugan,  whose 
instructive  talk  has  already  been  referred  to.  At  its  close  the 
speaker  answered  literally  scores  of  questions. 

Miss  Mugan  was  followed  by  Rev.  Father  P.  J.  Scott,  superin- 
tendent of  Parochial  schools  in  New  Ham])shire,  who  gave  a  fine 
talk  on  the  general  theme  of  fair  play  for  the  new  Americans,  and  a 
spirit  of  co-operation  with  them.  In  the  course  of  his  stirring 
remiarks  he  made  one  of  the  hits  of  the  whole  day  with  the  remark 
that  "  we  must  begin  by  Americanizing  the  Americans  ",  getting 
all  Americans  to  understand  that  America  is  greater  than  any  of 
its  racial  stocks. 


New  Hampshire  3861 

President  Hopkins  of  Darmoutli  follower]  with  a  brief,  pithv 
address  filled  with  illustrations  of  the  practical  effects  of  Amer- 
icanization by  process  of  education  in  English,  observed  by  him  in 
the  course  of  his  service  as  assistant  to  the  secretary  of  war,  in 
the  military  camps,  the  steel  mills,  and  in  his  dealings  with  the 
trade  unions  that  promote  English  speaking.  He  closed  with  a 
statement  of  the  two  theories  of  education,  one  of  which  would 
highly  cultivate  the  select  few,  the  other  concerning  itself  with  the 
leveling  up  of  the  mass,  and  took  the  ground  that  in  iVmerica  both 
could  be  operative,  but  that  the  latter  is  of  prime  importance. 

The  last  speaker  was  W.  L.  Shaw,  general  manager  of  the 
McElwain  plant  in  Manchester,  who  gave  a  typical  after-dinner 
talk,  packed  with  pleasantries,  but  deeply  serious  in  undertone,  and 
built  around  the  idea  of  the  responsibility  resting  upon  the  employ- 
ers of  men  to  deal  with  their  men  as  men. 


Concerning  the  conference  the  following  editorial  appeared  in 
the  Manchester  "  Union."  November  1st. 

FOE  AMEKICA 

Dull  indeed  were  he  who  could  sit  through  yesterday's  meeting 
in  Concord,  listen  to  the  burning  words  of  men  and  women  who 
are  working  for  America  by  striving  for  the  Americanization  of 
all  her  new  sons  and  daughters,  and  not  visualize  a  riner  America 
as  all  our  people  are  gradually  brought  to  the  knowledge  of  a  com- 
mon tongue.  But  there  were  no  dull  minds  there,  and  the  vision 
came  to  and  laid  hold  upon  all  those  earnest  men  and  women. 

Somehow,  we  never  go  to  one  of  these  Concord  meetings  that  we 
do  not  associate  it  with  that  other  great  gathering  in  Representa- 
tives' Hall,  almost  on  the  eve  of  the  declaration  in  IMarch,  1917 
(referring  to  the  memorable  meeting  in  Representatives'  Hall  on 
March  20,  1917,  at  which  th  Honorable  George  W.  Wickersham, 
upon  invitation  of  both  Houses  of  the  New  Hampshire  Legisla- 
ture, under  the  auspices  of  the  New  Hampshire  Defense  League, 
gave  a  most  thrilling  address  on  the  necessity  of  ''  Preparedness" 
and  aroused  the  entire  State  to  the  urgent  need  of  providing  for 
the  National  defense),  when  the  New  Hampshire  Legislature,  and 
hundreds  of  New  Hampshire's  sons  and  daughters,  passed  out  of 
peace  into  war  —  when  the  state  entered  the  war.  Then  our 
thoughts   were   upon    preparedness,    recruiting,    food,   munitions, 


3862  CiTizEXSHip  Training  in  Otiiee  States 

coining  battles,  death  and  wounds,  )x)undless  charity  for  relief 
work,  everything  relating  to  war.  Who  of  ns  on  that  wonderful 
day  so  much  as  thought  of  the  splendid  things  that  were  coming  to 
us  because  of  the  war,  of  the  new  brotherhood,  the  new  fellowship 
of  service,  the  new  joy  of  giving  (  Who  among  us  so  much  as 
thought  that  in  a  few  months  we  should  see  as  a  direct  result  of 
the  war,  the  beginnings  of  an  organized  movement,  backed  by 
every  influence  for  good  in  the  whole  state,  looking  to  a  closer 
union  of  all  our  people  by  familiarity  with  a  common  speech. 

Yet  this  is  what  we  saw  yesterday,  and  it  is  the  aspect  of  the 
support  of  the  movement  that  we  wish  to  speak  about.  It  is  solid. 
Yesterday's  meeting  enabled  us  to  see  this.  The  state,  acting 
through  its  department  of  public  instruction ;  the  Catholic  Church, 
that  ministers  to  the  spiritual  needs  of  most  of  our  foreign-speak- 
ing new  Ajnericans;  the  Protestant  Church,  represented  yesterday 
by  its  Episcopal  Bishop;  Dartmouth  College,  whose  president 
addressed  the  meeting,  not  only  as  college  president,  but  also  as 
assistant  to  the  secretary  of  war  in  charge  of  industrial  relations; 
organized  labor,  and  many  other  institutions  were  represented 
there.  All  these  powerful  influences  are  back  of  and  co-oper?cting 
with  the  Xew  Hampshire  Committee  on  Americanization. 

The  thing  is  no  longer  a  dream.  It  is  a  fact.  The  state,  church, 
religion,  education,  industry,  and  labor  are  mustering  their  forces 
and  throwing  them  into  the  work  of  leading  our  new  Americans  into 
a  knowledge  of  our  speech.  To  this  array  of  strength  may  be  added 
the  press  of  Xew  Hampshire,  for  which  we  feel  at  perfect  liberty  to 
speak.  With  all  these  forces  for  good  going  out  to  meet  our  people 
who  are  seeking  the  way  to  the  full  beneflts  of  American  citizen- 
ship, what  can  prevent  the  gradual  dissemination  of  a  knowledge  of 
the  English  tongue  among  our  entire  foreign-speaking  population 
through  the  media  of  the  day  schools,  public  and  parochial,  and 
evening  schools  especially  equipped  for  this  purpose  ? 

And  it  may  be  said  that  our  own  New  Hamipshire  is  already 
well  on  the  way  to  taking  a  place  among  the  first  rank  of  states  in 
this  work  for  America.     It  is  splendid. 


g.      BT.    REV.    BISHOP    GUERTIN's    LETTER    OF    INSTRUCTION    TO   THE 

CLERGY    OF   HIS   DIOCESE 

One  of  the  most  progressive  and  history-making  documents  of 
our  day,  looking  to  the  carrying  of  the  great  lessons  of  the  war 
into  the  days  of  peace,  is  the  letter  of  instructions  sent  to  all  the 


Kew  HAMPsniKE  3863 

priests  of  the  diocese  by  Eight  Reverend  George  Albert  Guertin, 
Roman  Catholic  Bishop  of  Manchester,  under  date  of  November 
15,  1918.  Since  July  the  Committee  on  Americanization  has 
been  in  close  relations  with  Bishop  Guertin  regarding  the  teach- 
ing of  English  in  the  parochial  schools.  The  bishop's  letter,  which 
is  printed  below,  establishes  for  the  parochial  schools  of  the  diocese 
a  uniform  course  of  studies  patterned  after  the  requirements  of 
the  State  Department  of  Public  Instruction  and  based  upon  the 
interpretation  of  the  fourth  principle  of  Americanization  adopted 
by  the  Committee,  the  State  Superintendent  of  Public  Instruction, 
and  the  Bishop,  and  mutually  agreed  upon  as  a  working  basis  for 
the  application  of  said  principle  in  all  ~New  Hampshire  schools. 

[seal] 

Bishop's  House, 
Main'Chester,  N.  H.,  November  15,  1918. 

Reverexd  and  Dear  Father: —  The  advent  of  peace  and  the 
complete  vindication  of  the  fundamental  principles  for  whose 
defense  our  beloved  country  entered  the  World  War  are  subjects 
for  the  expression  of  ovir  fervent  gratitude  to  the  God  of  all  jus- 
tic-e  to  Whom  nations,  not  less  than  individuals,  must  render  an 
account.  Towards  the  attainment  of  this  glorious  achievement, 
the  faithful  of  our  diocese  have  contributed  an  honorable  share, 
a  record  of  loyalty  and  generosity  in  which  their  zealous  pastors 
may  take  a  legitimate  pride. 

We  are  convinced  that  in  all  measures  designed  to  perpetuate 
the  blessings  thus  secured  to  our  country,  the  same  spirit  of  loyal 
co-operation  will  be  ever  manifest.  To  one  of  these  measures  we 
wish  to  direct  your  particular  and  prompt  attention.  The  move- 
ment of  Americanization  having  for  its  object  ''  to  unite  hi  a 
common  citizenship  under  one  flag  all  the  peoples  of  America/'  is 
a  movement  to  which  everyone  who  makes  his  home  within  the 
borders  of  the  United  States  must  subscribe.  From  the  State 
House,  you  have  received  a  copy  of  the  program  of  the  ISTew  Hamp- 
shire Committee  on  Americanization  and  for  that  document  we 
bespeak  your  early  and  prayerful  study.  To  bring  about  the 
desired  union,  the  ability  of  all  who  dwell  permanently  within  our 
State  to  speak  a  common  language  —  English  —  is  a  necessary 
first  step.  To  this  end  we  would  urge  all  pastors  to  encourage 
attendance  at  evening  school  by  all  parishioners  who  may  be  want- 
ing a  knowledge  of  the  English  tongue. 


3864  Citizenship  Training  in  Other  States 

The  position  of  our  parochial  schools  in  this  matter  is  clearly  set 
forth  in  the  correspondence  between  the  Bishop  of  Manchester 
and  the  New  Hampshire  Committee  on  Americanization,  through 
its  chairman,  the  Honorable  Frank  S.  Strecter.  Therein  you  will 
find  the  fourth  fundamental  principle  of  Americanization  adopted 
at  a  meeting  of  the  governors  and  chairmen  of  Committees  on 
Public  Safety,  called  by  Secretary  Lane  and  held  in  Washington 
on  April  3,  1918,  namely,  "  That  in  all  school fi  rvhere  elementary 
subjects  are  taught,  they  should  he  i aught  in  the  English  lan- 
guage only,"  clearly  explained  and  interpreted  by  the  New  Hamp- 
shire Committee  on  Americanization  and  the  State  Superintendent 
of  Public  Instruction,  approved  by  the  bishop  as  explained  and 
interpreted,  and  mutually  agreed  upon  as  a  working  basis  for  the 
application  of  said  principle  in  all  Xew  Hampshire  schools.  This 
interpretation  is  as  follows: 

1.  That  in  the  instruction  of  children  in  all  schools,  including 
private  schools,  in  reading,  writing,  spelling,  arithmetic,  grammar, 
geography,  physiology,  history,  civil  government,  music  and 
drawing  the  English  language  shall  be  used  exclusively,  both  for 
the  purposes  of  instruction  therein  and  for  purposes  of  general 
administration. 

2.  The  exclusive  use  of  English  for  purposes  of  instruction  and 
administration  is  not  intended  to  prohibit  the  conduct  of  devo- 
tional exercises  in  private  schools  in  a  language  other  than  English, 

3.  A  foreign  language  may  be  taught  in  elementary  schools  pro- 
vided the  course  of  study  (or  its  equivalent)  outlined  by  the  New 
Hampshire  Department  of  Public  Instruction  in  the  common  Eng- 
lish branches,  that  is,  in  reading,  writing,  spelling,  arithmetic, 
grammar,  geography,  physiology,  history,  civil  government,  music 
and  drawing,  be  not  abridged  but  taught  in  compliance  with  the 
laws  of  the  state. 

These  three  articles  as  approved  by  us,  admit  of  no  evasion  or 
equivocation.  They  are  intended  to  serve  as  the  foundation  of  a 
working  program  for  our  schools,  and  their  incorporation  into  that 
program  demands  the  surrender  of  nothing  that  is  vital  to  the 
well-being  and  progress  of  any  Catholic  school.  Due  provision  is 
made  for  religious  instruction  and  for  the  teaching  of  any  lan- 
guage that  may  be  desired  in  addition  to  the  course  of  studies  (or 
its  equivalent)  outlined  by  the  New  Hampshire  Department  of 
Public  Instruction. 


New  Hampshire  3865 

This  propijun  must  be  parried  out  in  all  the  schools  of  our  dio- 
cese and  we  charo;e  the  conscience  of  pastors  and  all  others  having 
the  care  of  schools,  to  take  whatever  steps  may  he  nocessarv  to  put 
it  into  execution  as  promptly  as  conditions  will  permit.  A  full 
measure  of  good  will  on  your  part  and  reasonable  time  will  solve 
all  problems  of  detail  which  may  arise.  In  all  such  problems  both 
pastors  and  teachers  m;ay  look  to  the  Kev.  P.  J.  Scott,  Diocesan 
Superintendent  of  Schools,  for  sympathetic  aid  and  direction.  To 
him  we  have  relegated  full  authority  for  the  supervision  of  all 
schools  within  our  diocese.  He  is  hereby  directed  and  empowered 
to  make  an  immediate  and  complete  survey  of  the  school  situation 
and,  after  full  consultation  with  the  reverend  pastors  and  heads 
of  schools,  to  formulate  a  universal  course  of  studies  to  be  fol- 
lowed by  all  primary  schools  under  our  jurisdiction.  The  import- 
ant work  thus  confided  to  him.  Father  Scott  takes  up  in  obedience 
to  authority  and  with  the  sole  desire  to  promote  the  welfare  of 
Church  and  State.  To  the  end  that  such  service  may  produce  the 
beneficial  results  to  which  we  all  look  forward,  the  Diocesan 
Superintendent  of  Schools  must  be  given,  by  all  with  whom  he  is 
to  labor,  the  attention  and  co-operation  consonant  with  the  respon- 
sibilities of  his  office. 

Your  humble  servant  in  Christ, 

(Cross)      George  Albert  Guertix, 

Bishop  of  Manchester. 
Jeremiah  S.  Buckley,  D.  C.  L., 

Chancellor. 


h.      EDITORIAL    FROM    NEW    HAMPSHIRE    NEWSPAPERS 

Coincident  with  the  publication  of  the  foregoing  letter  from 
Bishop  Guertin  in  the  newspapers  of  the  state,  the  ^lanchester 
''  Union  ''  contained  the  following  editorial  under  date  of  Novem- 
ber 20th: 

AN  HISTORIC  EVENT 

It  is  with  pleasure  that  the  '*  Union  *"  records  to-day  the  first 
constructive  act  looking  to  the  application  of  the  great  lessons  of 
the  war  to  the  problem  of  the  coming  days  of  peace  —  the  history- 
making  order  of  the  Bishop  of  the  Diocese  of  Manchester  requir- 
ing the  use  of  the  English  language  for  instruction  in  a  state-wide 
parochial  course  of  study  patterned  after  that  required  by  the 


3866  Citizenship  Training  in  Other  States 

state  department  of  public  instruction,  while  still  preserving  the 
use  of  foreign  languages  for  instruction  in  these  languages  and  for 
the  purposes  of  devotion. 

We  hardly  got  into  the  war  when  it  ended,  and  the  question 
whether  or  not  we  had  been  really  gripped  by  the  conflict,  really 
moved  by  it  so  that  we  should  be  profoundly  aft'ected  by  it,  arose 
instantly  upon  the  signing  of  the  armistice.  Here  is  the  first 
answer  to  the  question :  While  we  are  still  in  the  partial  bewilder- 
ment of  surprise,  and  have  hardly  grasped  the  fact  of  peace,  it 
develops  that  the  vision  of  "  a  common  citizenship,  under  one  flag, 
of  all  the  peoples  of  America,"  and  of  a  common  language,  English, 
as  a  means  to  this  union,  has  arisen  as  an  attainable  thing  before 
the  eyes  of  the  Bishop  of  Manchester,  and  that  in  the  days  of  the 
war  he  had  so  completely  cleared  away  the  primary  obstacles  to 
the  realizino:  of  the  vision  that  he  could  signalize  the  return  of 
peace  by  putting  into  effect  his  carefully  made  plans  for  a  trans- 
formation of  the  educational  process  in  the  schools  under  his 
charge. 

It  is  a  matter  of  good  hope  that  on  the  very  threshold  of  peace 
there  should  be  this  great  constructive  act,  at  once  incentive  and 
precedent  for  others  looking  to  the  effecting  of  a  "  more  perfect 
union  "  of  the  people  of  the  United  States. 

There  are  so  many  aspects  of  this  splendid  act  that  one  is  almost 
at  a  loss  to  write  upon  it  within  the  compass  of  a  necessarily  brief 
editorial  article,  but  one  stands  out  so  conspicuously  as  to  compel 
admiring  comment.  The  basic  need  for  the  welding  of  our  poly- 
glot people  into  a  new  union  founded  in  knowledge  of  a  common 
tongue,  a  need  long  understood,  became  imperative  once  we  faced 
war.  The  situation  need  not  be  reviewed,  we  are  all  familiar  with 
it.  The  fine  fact  to  get  firmJy  in  mind  is  that  once  the  problem 
took  shape,  the  men  of  New  Hampshire  upon  whom  the  solution 
necessarily  devolved  set  about  their  task.  With  statesmanlike 
vision,  with  unmeasured  good-will,  with  high  purpose  to  seek  and 
attain  that  which  should  be  of  lasting  good  to  the  individual,  the 
state  and  the  nation,  the  New  Hampshire  Committee  on  Ameri- 
canization and  the  leader  of  the  Catholic  Church,  whose  spiritual 
charges  are  vitally  concerned,  worked  hand  in  hand  through 
months  of  painstaking  study  and  preparatory  labor,  and  in  the  end 
achieved  a  result  which  places  New  Hampshire  in  the  very  front 
rank  of  the  Americanization  movement. 


New  Hampshire  3867 

It  is  tnie  that  the  result  achieved  is  but  the  heijinning  of  results. 
The  educational  plan  remains  to  be  applied.  What  lies  ahead  is  a 
process.  The  full  fniitag'e  of  the  tree  that  is  being  planted  in  this 
our  dav  will  be  gathered  by  men  of  other  days.  But  a  definite 
beginning  has  been  made.  For  the  good  of  church  and  state,  for 
the  good  of  countless  boys  and  girls,  for  America,  that  has  been 
done  which  in  the  course  of  time  will  give  to  every  child  in  Xew 
Hampshire  the  benefits  of  a  standardized  elementary  education, 
and  a  practical  working  knowledge  of  the  language  of  the  nation's 
laws  and  business  intercourse.  We  believe  that  in  the  coming  days 
men  will  look  back  upon  this  week  as  the  beginning  of  a  new  era 
in  New  Hampshire. 


Coi^coKD,  December  5,  1918. 
A  careful  reading  of  the  correspondence  of  this  Committee  with 
Bishop  Guertin  and  the  letter  of  November  15th  from  the  Bishop 
to  all  the  priests  of  his  diocese  leaves  no  doubt  as  to  the  meaning 
and  intent  of  all  parties.  The  following  editorial  by  George  L. 
Kibbee  is  taken  from  tlie  Manchester  "  Union  "  of  November  21, 
1918: 

i.      HOW    IT    WORKS    OUT 

The  first  impression  made  by  Bishop  Guertin's  letter  to  the 
priests  of  the  diocese,  relative  to  the  new  educational  plan  for  the 
parochial  schools,  is  that  of  its  immense  significance,  then  certain 
questions  arise.  How  is  the  plan  going  to  work  out  ?  Does  it  take 
anything  away  from  anybody  ?  Does  it  relate  to  religion  ?  Does 
it  require  that  we  become  a  people  of  only  one  speech?  And  all 
these  and  many  more  questions  are  answered  by  the  history-making 
document. 

In  the  first  place  the  Americanization  program  explicitly  safe- 
guards the  religious  beliefs  and  practices  of  those  concerned.  The 
working  agreement  contains  a  clause  which  provides  that  the 
exclusive  use  of  English  in  instruction  in  the  standardized  course, 
and  for  administrative  purposes,  is  not  intended  to  prohibit  the 
conduct  of  devotional  exercises  in  a  language  other  than  English. 

Nor  is  it  intended  —  let  us  say,  it  is  not  desired  —  to  discourage 
in  any  way  the  use  of  foreign  tongues.  The  purpose  is  not  to 
restrict  Americans  to  one  language,  it  is  simply  to  make  them  all 
familiar  vdth  one  language,  that  of  our  laws.  We  desire  that  all 
the  others  shall  be  preserved  and  that  their  enriching  influences 
may  be  exerted  upon  our  society  and  our  literature. 


3868  Citizenship  TratninCt  in  Other  States 

The  pclHcational  plan  takes  nothing  from  anybody.  It  asks 
nobody  to  give  np  the  language  of  his  racial  stock,  or  tbe  literature 
that  enshrines  the  ideas  and  ideals  of  his  people.  It  gives,  instead 
of  taking.  It  adds  a  language  to  the  mental  equipment  of  those 
who  are  benefited  by  it,  and  takes  none  away.  It  ^vill  make  no 
man  smaller,  narrower,  less  competent  in  any  way,  but  will  make 
broader  and  more  competent,  by  adding  a  useful  tool  to  the  working 
outfit  of  many  of  our  men. 

Let  us  not  go  wrong  in  our  thinking  at  this  point.  There  is 
neither  purpose  nor  desire  to  lose  the  foreign  languages  out  of  our 
American  life.  It  is  the  purpose  of  the  educational  plan  in  which 
the  diocese  is  co-operating  to  promote  the  essential  union  of  Ameri- 
cans by  enabling  all  of  them  to  converse  and  do  business  together 
in  one  common  langiuige.  Its  purpose  is  to  enrich  as  well  as  to 
unify  American  life,  not  to  impoverish  it. 

The  foregoing  so  clearly  and  sympathetically  interprets  the 
spirit  as  well  as  the  letter  of  the  written  words  that  we  reprint  it 
here  as  a  definite  and  complete  expression  of  the  understanding 
of  all  concerned. 

Frank  S.  Streeter,  Chairman, 
Americanization  Com  mi  ttee. 

Earnest  W.  Butterfield, 
State  Superintendent  of  Public  Instruction. 
Kev.  p.  J.  Scott, 
Diocesan  Superintendent  of  Parochial  Schools. 


j.  RESOLUTIONS  OF  NEW  HAMI'SIHRE  FEUKRATIOX  OF  T-ABOR  IN 
SUPPORT  OF  WORK  OF  NEW  HAMPSHIRE  COMMITTEE  ON 
AMERICANIZATION 

Adopted  at  Annual  Meeting,  Keene,  N.  H.,  July  18,  1918. 

^Yhereas,  The  Federal  Government  has  entrusted  to  the  United 
States  Bureau  of  Education  a  more  thorough  Americanization  of 
our  foreign-bom  people,  and  at  the  request  of  the  Bureau  of  Edu- 
cation our  New  Hampshire  Committee  on  Public  Safety  has 
created  a  Committee  on  Americanization  to  carry  on  this  important 
work  in  New  Hampshire,  and 

Whereas,  Said  Committee  is  acting  in  close  co-operation  with 
the  State  Department  of  Public  Instruction  in  preparing  plans  to 
carry  out  the  general  proposals  which  were  adopted  at  a  meeting 


New  Hampshike  3869 

called  by  Secretary  Lane  and  held  in  Wasliinn:ton  April  3,  1918, 
namely : 

1.  The  adoption  of  the  policy  that  the  Federal  Government 
should  co-operate  with  states  and  through  the  states  with  the  local 
communities  in  carrying  on  an  extcusiye,  intensive,  and  immediate 
program  of  Americanization  through  education,  especially  for  non- 
English-speaking  foreign-born  adults. 

2.  That  the  industries  employing  large  numbers  of  non-English- 
speaking  foreign-born  persons  should  co-operate  with  local  com- 
munities, state  and  federal  governments  in  carrying  out  this 
pr(  'positon. 

3.  That  adequate  appropriations  should  be  provided  by  the  Con- 
gress to  be  expended  through  appropriate  governmental  agencies 
for  the  foregoing  purposes. 

4.  That  in  all  schools  where  elementary  subjects  are  taught  they 
should  be  taught  in  the  English  language  only. 

Now,  therefore,  be  it  resolved  by  the  New  Hampshire  Federa- 
tion of  Labor  in  Convention  assembled  : 

1.  That  this  Federation  most  heartily  endorse  the  foregoing 
proposals  adopted  at  said  Washington  meeting  and  pledge  our  cor- 
dial support  to  the  Committee  on  Americanization  and  the  public 
school  officials  in  their  efforts  to  carry  said  proposals  into  practical 
effect  in  New  Hampshire. 

2.  That  this  Federation  and  its  officers  will  urge  all  members: 
To  encourage  all  non-English-speaking  members  in  this  state  to 

read,  write  and  speak  English. 

To  influence,  so  far  as  practicable,  every  present  member  of  our 
local  unions,  who  does  not  speak  English,  to  register  at  a  night 
school. 

To  urge  upon  school  and  city  authorities  their  support  of  the 
educational  program  suggested  by  the  Americanization  Committee 
of  the  State  of  New  Hampshire. 

3.  That  the  incoming  executive  board  be  instructed  by  the  con- 
vention to  recommend  rules  that  all  future  applicants  for  member- 
ship in  affiliated  local  unions  shall  be  encouraged  to  speak  and  read 
or  write  the  English  language  understandingly. 

4.  And  be  it  further  resolved.  That  the  executive  board  be 
instructed  to  co-operate  with  the  New  Hampshire  Americanization 
Committee. 

New  Hampshire   State   Fedekatiox   of   Labor. 

Richard  W.   Cooivey,    Prcsidenf. 
Charles  H.  Bean,  Secretary-Treasurer. 


3870  Citizenship  Training  in  Other  States 

Significant  Action  of  Xew  York  State  Federation  of  Labor 

At  the  Fifty-fifth  Annual  CoHvcntion  of  the  I^Tew  York  State 
Federation  of  Labor,  recently  held  at  Rochester,  X,  Y.,  the  fol- 
lowing rule  or  principle  was  adopted  on  recommendation  of  the 
Committee  on  Education,  viz, : 

"Acquisition  of  a  fair  knowledge  of  the  American  language 
"by  a  ^♦ontinuous  shop  and  school  instruction,  supervised  hy 
state  educational  ^authorities,  to  be  required  of  all  employ(;d 
foreign  language  aliens,  as  a  r-ondition  of  continued  employ- 
ment." 


k.    resolutions  of  new  HAMPSHIRE  MANUFACTURERS'  ASSOCIATION 

On  December  5,  1918,  the  following  resolutions  were  adopted  by 
the  executive  committee  of  the  New  Hampshire  Manufacturers' 
Association  with  the  approval  of  the  Board  of  Directors : 

Besolved:  1.  That  the  New  Hampshire  Manufacturers'  Asso- 
ciation heartily  endorses  the  fundamental  principle  that  the  indus- 
tries of  the  State  of  New  Hampshire  should  do  everA-thing  in  their 
power  to  bring  about  as  rapidly  as  possible  the  condition  that  all 
employees  should  be  able  to  speak,  read,  write  and  understand  the 
English  language. 

2.  That  the  manufacturers  of  New  Hampshire  stand  ready  and 
willing  to  coK)perate  with  the  New  Hampshire  Committee  on 
Americanization,  with  the  schools,  and  with  all  other  public 
activities  in  this  direction. 

3.  That  the  manufacturers  do  this,  recognizing  that  such  a 
position  is  justified  not  only  on  social  grounds  but  because  it  is  for 
the  welfare  of  the  manufacturing  industries  tbemselves  and  for 
their  future  success  that  such  a  condition  should  be  brought  about. 

New  Hampshire  Manufacturers'  Association, 

F.  P.  Lyons,  Freaident. 
Frank  A.  French,  Secretary. 


■New  IIampsiiire  3871 

1.  resolutions  of  tpie  association  canado-americaine  * 
approving  the  work  of  the  new  hampshire  committee 
on  americanization 

Adopted  at  a  meeting  of  the  High  Court,  Manchester,  N.  H., 
December  11,  1918. 

Whereas,  The  Association  Canado-Americaine,  hj  its  constitu- 
tion, Article  3,  section  A,  proclaims  that  one  of  its  objects  is :  *'  To 
unite  in  common  action  people  of  French  descent  with  a  view  to 
their  religions,  social  and  economic  development ;  " 

Whereas,  The  Americanization  movement  seems  to  unite  in  one 
civic  spirit  all  the  citizens  of  the  Republic  by  means  of  a  common 
language,  English; 

Whereas,  The  interpretation  and  application  of  the  principles  of 
Americanization  conform  to  the  aims  of  the  Association  Canado- 
Americaine  ; 

Whereas,  It  befits  a  Catholic  society  to  follow  the  leadership  of 
its  Bishop  and  a  Franco- American  society  to  affirm  both  its 
American  patriotism  and  its  fidelity  to  its  origin ; 

Resolved,  That  the  High  Court  of  the  Association  Canado- 
Americaine  assembled  at  Manchester  on  the  11th  day  of  December, 
1918,  gives  its  approval  to  the  program  of  Americanization  as  set 
forth  in  the  correspondence  between  the  E.t.  Eev.  George  Albert 
Guertin  and  the  Honorable  Frank  S.  Streeter,  chainnan  of  the 
New  Hampshire  Committee  on  Americanization ; 

Resolved,  That  the  Association  Canado-Americaine  desires  the 
organization  of  evening  schools  and  urges  attendance  on  the  part 
of  those  who  would  profit  thereby  ; 

Resolved,  That  through  its  official  organ,  "  Le  Canado-Ameri- 
caine," and  in  its  public  meetings,  the  Association  Canado-Ameri- 
caine strive  to  promote  the  work  of  Americanization  as  interpreted 
by  civic  and  religious  authority. 

A.  A.  E.  Brien,  M.D.,  General  President. 
Henri  Langelier,  General  Secretary. 

*  The  Association  Canado-Americaine  is  the  largest  Franco-American 
fraternal  order  in  New  Hampshire.  It  has  a  total  memlicrship  of  13,000  men 
and  women,  8,000  of  whom  are  residents  in  this  state.  The  headquarters  are 
in  Manchester  and  local  courts  are  organized  in  practically  all  of  the  French- 
speaking  groups  in  Xcw  Hampshire.  It  has  already  appointed  a  committee 
on  Americanization,  composed  of  its  ablest  executives,  and  its  sympathetic 
co-operation  with  the  state  committee,  as  above  provided  for,  cannot  fail  to 
promote  greatly  the  success  of  the  Americanization  work  in  this  state. 


3872  Citizenship  Tkaixixg  in  Other  States 

m.    committee  on  americanization 

co-operating  with 

State  Department  of  Public  Instkuction 

Frank  S.  Street,  Concord,  Chairman. 

E.  W.  Butterfield,  Concord,  Superintendent  of  Puhlic 
Instruction. 

Eichard  W.  Cooney,  Portsmouth,  President  Neio  Hampshire 

Federation  of  Labor. 

Miss  Harriett  L.  Huntress,  Concord,  Deputy  Superintendent 
of  Public  Instruction,  Chairman  Women's  Committee  on  Ameri- 
canization. 

^Irs.  R.  W.  Husband,  Concord,  Field  Supervisor,  Red  Cross 

Home  Service. 

Henry  T.  Ledoux,  Nashua,  Lawyer,  U.  S.  Postmaster. 

WiLFRiED  J.  Lessard,  Manchester,  Lawyer. 

Rt.  Rev.  Edward  M.  Parker,  Concord,  Bishop  of  New 
Hampshire  (Episcopal). 

F.  W.  Rahma>opp,  Berlin,  Superintendent  Brown  Company 
{Berlin  Mills). 

Rev.  p.  J.  Scott,  Exeter,  Diocesan  Superintendent  Parochial 
Schools  in  New  Ha.mpshire. 

WiNFiELD  L.  Shaw,  Manchester,  Vice-President  and  General 
Manager  W.  H.  McElivain  Company. 

William  C.  Swallow,  Manchester,  Employment  Manager, 
AmosTieag  Manufacturing  Company. 

Ralph  C.  Fitts,  Manchester,  Secretary,  Publicity  Secretary 
W.  H.  McElivain  Company. 

Mako  S.  Hk'ooks.  Executive  Secretary,  Superintendent  Schools, 
Exeter. 

December,  1918. 

9.   Citizenship  Training  Through  Industries 

Letter  from  Clifford  P.  Warner,  Secretary,  W.  H.  McElwain 
Company,  January  7,  1920: 

"EDUCATION   FOR   ADULT   ILLITERATE   FOREIGNERS 
*'(!)   We   ourselves    do  not    conduct   anv   educational    or 

Americanization  work. 

"  (2)   It  is  our  distinct  policy,  however,  to  give  preference 

to  English-speaking  applicants  for  cmy)loyniont,  and  we  have 

in   our   employ   at   present   comparatively    few   non-English 

speaking  persons. 


New  Hampshire  3873 

"  (3)  All  of  our  factories  are  situated  in  the  State  of 
New  Hampshire.  The  legislature  of  that  state,  at  its  session 
in  1919,  enacted  in  Chapter  (106)  a  law  which  provides 
among  other  things  for  the  compulsory  education  of  persona 
between  sixteen  and  twenty-one  who  cannot  read  and  speak 
English  understandingly.  No  person  or  corporation  may 
employ  anyone  between  those  ages  in  a  district  which  main- 
tains an  evening  or  special  day  school,  as  required  by  law, 
who  cannot  read  and  speak  English  understandingly  unless 
the  employee  is  enrolled  and  regularly  attends  the  school  or 
has  been  duly  excused  therefrom.  We  believe  that  this  law, 
as  far  as  it  goes,  is  very  well  drawn  and  commendable. 

"  (4)  We  would  favor  compulsory  education  for  adult 
illiterate  foreigners  along  the  lines  laid  down  by  the  New 
Hampshire  law  to  which  we  have  referred  for  persons  between 
sixteen  and  twentv-one.  So  far  as  we  are  now  able  to  form  an 
opinion  we  believe  that  in  New  Hampshire,  at  least,  educa- 
tional work  by  the  employer  presents  overwhelming  difficul- 
ties. The  difficulty  with  such  education  by  the  state,  in  New 
Hampshire  and  elsewhere,  is  the  very  great  expenses 
involved." 

10.    Citizenship  Training  —  Teachers 

Letter  from  Maro  S.  Brooks,  Deputy  CoininissioTier  of  Education^ 
Concord,  December  26,  1919: 

*'  I  regret  to  state  that  as  yet  we  have  not  established  any 
definite  requirements  for  teachers  of  the  adult  foreign-born. 
For  the  most  part,  we  have  made  use  of  teachers  of  the  public 
schools.  It  is  my  hope  that  in  time  we  shall  have  organized 
in  our  cities  a  staff  of  teachers  who  will  devote  their  entire 
time  to  the  work  of  Americanization. 

"  In  order  to  reply  to  your  question  as  to  the  requirements 
for  teachers,  I  have  hastily  sketched  out  the  following  list: 

"  I.  Personality. 

"  Good  mixer. 

"  Interested  in  humanity  in  general,  especially  in  for- 
eign people,  history  and  affairs. 

"  Sympathy,  and  no  trace  of  condescension ;  sense  of 
humor,  saving  gi'ace. 

"  Reserve  energy. 

121 


3S74  CiTizExsuip  Training  in  Othek  States 


"  II.  Education. 

"  Good  general  stock  of  all-around  information,  especi- 
ally a  knowledge  of  American  bistorv  and  civil 
government. 

"A  knowledge  of  work  performed  by  students. 

"  Racial  backgTOunds  sbonld  be  studied  most  carefully 
in  order  to  form  a  basis  on  wbicb  to  deal  with  the 
foreign-born. 

"  Pedantry  in  any  form  is  fatal. 

"III.   Training. 

"  Knowledge  of  general  psychology,  with  emphasis  on 
the  learning  process. 

"  Same  of  pedagogy,  with  special  attention  to  presenta- 
tion of  subject  matter. 

"  Practice  in  teaching  the  direct  method." 

11.    Recommendations 

Letter  from  Ernest  M.  Hopkins,  President,  Dartmouth  College, 
Hanover,  December  15,  1919  : 

"  I  was  formerly  for  a  good  many  years  engaged  in  indus- 
trial work  with  particular  emphasis  upon  safe-guarding  the 
interests  and  preserving  the  efficiency  of  the  production  forces 
of  various  concerns. 

''  Fundamentally,  my  belief  is  that  the  spirit  of  the  Ameri- 
can Constitution  and  the  benefits  of  representative  govern- 
ment can  best  be  conserved  only  by  a  common  law  and  a 
common  speech. 

•'  It  is  in  this  connection  that  I  feel,  on  the  one  hand,  that 
despite  some  opinions  to  the  contrary,  the  big  industrial 
interests  must  share  responsibility  in  this  matter  with  the 
lawless  immigrant;  for,  though  it  may  have  been  indirectly 
done,  the  vast  hordes  of  immigi-ant  labor  which  have  come  to 
the  United  States  have  been,  in  the  main,  due  to  the  willing- 
ness at  least,  of  industry  to  exploit  a  situation  in  which  men 
were  not  given  the  opportunity  for  learning  the  language  or 
even  of  knowing  much  about  the  law. 

"  T  believe  that  the  responsibility  is  upon  every  industry 
which  employs  foreigners  of  alien  tongue  to  provide  means 
for  their  acquiring  the  common  mother  tongue  and  likewise 
for   acquiring  enough  education   so  that  they   can    analyze 


Nkw  HA^f^sHIRl!  3875 

between  fallacious  doctrine  and  that  which  is  for  their  ovm 
best  interests. 

"  No  more  shortsighted  or  unprofitable  saving  of  money 
can  be  conceived  of  than  that  business  interests  should  forego 
the  costs  of  such  moves  as  these.  And  I  believe  that  the  great 
majority  are  wholly  disposed  to  accept  the  responsibility; 
and  in  cases  of  those  interests  which  will  not  accept  the 
responsibility  I  think  that  it  should  be  forced  upon  them  by 
process  of  law." 


CHAPTER    XXVm 

New   Jersey 

Calvin  N.  Keis^dall,  Commissioner  of  Education,  Trenton.  Let- 
ter, ISTovember  11,  1919.  Bulletin,  ^^  ISTew  Jersey  School 
Laws,  1918  "  and  "Annual  Keport  of  the  State  Board  of 
Education  and  of  the  Commissioner  of  Education  of  New 
Jersey,  1918."  Education  Bulletin,  "Amendments  and  Sup- 
plements to  School  Law  together  with  Kelated  Laws,  Session 
of  1919." 

1.     State   Legislation  —  Compulsion  —  Compulsion   for  Minors   and 
for  Minors  of  Employment  Age 

Amendinents  and  Supplem£7its  to  School  Law,  Chapter  35. 

An  act  to  amend  an  act  entitled  "An  act  to  supple- 
ment an  act  entitled  'An  act  to  establish  a  thorough 
and  etScient  system  of  free  public  schools,  and  to  pro- 
vide for  the  maintenance,  support  and  management 
thereof,  approved  October  nineteenth,  one  thourand 
nine  hundred  and  three,'  approved  April  fourteenth, 
one  thousand  nine  hundred  and  fourteen." 
2.  Every  parent,  guardian,  or  other  person  having 
custody  and  control  of  a  child  between  the  ages  of  seven 
and  sixteen  years  shall  cause  such  child  regularly  to 
attend  a  day  school  in  which  at  least  reading,  writing, 
spelling,  English  grammar,  arithmetic  and  geography 
are  taught  in  the  English  language  by  a  competent 
teacher,  or  to  receive  equivalent  instruction  elsewhere 
than  at  school,  unless  such  child  is  above  the  age  of 
fourteen  years,  has  l)een  granted  an  age  and  schooling 
certificate,  and  is  regularly  and  la^vfully  employed  in 
some  useful  occupation,  or  service;  and  such  regular 
attendance  shall  be  during  all  the  days  and  hours  that 
the  public  schools  are  in  session  in  said  school  district, 
unless  it  shall  be  shown  to  the  satisfaction  of  the  board 
of  education  of  said  school  district  that  the  mental  or 
bodily  condition  of  the  child  is  such  as  to  prevent  his 
or  her  attendance  at  school;  provided,  that  on  and 
after  July  first,  one  thousand  nine  hundred  and  twenty, 
every  parent,  guardian,  or  ether  person  having  custody 
and  control  of  a  fhild  between  the  ages  of  fourteen  and 

[3876] 


Roquiring 
Bcliooling. 
Instruction 


AtteiKlance. 


Proviso. 


Kew  Jeksey  3877 

sixteen  years,  to  whom  an  age  and  schooling  certificate 
has  been  granted  and  who  is  temporarily  unemployed, 
shall  cause  such  child  regularly  to  attend  a  continua- 
tion  school  at  least  twenty  hours  each  week. 

On  and  after  July  first,  one  thousand  nine  hundred  at"con1"m!a- 
and  twenty,  every  parent,  guardian,   or  other  person  *''"'  ^^^oqi. 
having  custody  and  control  of  a  child  between  the  ages 
of  fourteen   and  sixteen  years,  to  whom  an   age  and 
schooling  certificate  has  been  granted  and  who  is  regu- 
larly and  lawfully  employed,  shall  cause  such  child  to 
attend  a  continuation  school  for  a  period  of  at  least 
six  hours  during  each  week  for  at  least  thirty-six  weeks 
in  each  year.     Such  attendance  shall  be  in  the  school  ^^ii^ia. 
district  or  the  county  in  which  said  child  is  employed 
and  shall  be  during  the  hours  when  said  continuation 
school  in  such  district  or  county  is  in  session ;  provided,  i'ictiso. 
that  for  reasons  satisfactory  to  the  state  board  of  edu- 
cation, the  commissioner  of  education  may  permit  or 
require  such  child  to  attend  a  continuation  school  in  the 
school  district  or  the  countv  in  which  he  or  she  resides. 

12.  The  supervisor  of  school  exemption  certificates  fe'^uifc^a"*' 
shall  give  to  each  child  to  whom  an  age  and  schooling  '^^'^'^'^• 
certificate    is    issued    a    blank    form    of    "  employer's 
certificate,"    which    shall   be   filled   in   by   the   person 
employing  said  child,  setting  forth  the  nature  of  the 
work  the  child  is  to  do,  the  date  the  child  starts  work, 
also  the  salary  a  week  to  be  paid  the  child,  and  an 
agreement  to  permit  such  child  to  attend  a  continua-  Attendance 
tion  school  as  provided  in  the  laws  of  this  state  for  a  tion'^'^schoo*' 
period  of  at  least  six  hours  during  each  week  for  a 
period  of  at  least  thirty-six  weeks  during  each  year, 
such  six  hours  to  be  during  the  hours  in  which  the 
said   continuation   school    is    in    session,    which   form, 
correctly    filled    out,    shall    within    two   days    be    sur- 
rendered or  returned  by  the  person,  firm  or  corpora- 
tion employing  said  child  to  the  supervisor  of  school 
exemption  certificates  of  the  district  in  which  the  child  sfdei'"and*" 
resides.     If  said  child  is  employed  in  a  school  district  different" 
other  than  that  in  which  he  or  she  lives  the  supervisor 
of  school  exemption  certificates  of  the  district  in  which 
such  child  lives,  upon  receipt  of  said  "  employer's  cer- 


S878 


Citizenship  Training  in  Otkek  States 


Surrender   of 
certiliiates. 


If   child's 
resid,  nee 
unl'.r.own, 
disposition  of 
cei-titicate. 


APtlon  when 
chilli  changes 
employment. 


tificate,"  shall  immediately  send  a  duplicate  of  such 
certificate  properly  filled  out  and  the  address  of  said 
employer,  together  with  a  duplicate  of  the  age  and 
schooling  certificate  issued  to  such  child,  to  the  super- 
intendent of  schools  of  the  county  in  which  such  child 
is  emjjloyed,  and  said  superintendent  of  schools  shall 
forthwith  forward  said  certificates  to  the  board  of  edu- 
cation having  jurisdiction  over  the  continuation  school 
which  such  child  is  legally  required  to  attend.  The 
child,  up'on  securing  employment,  shall  surrender  the 
age  and  schooling  certificate  to  his  employer  who  shall 
retain  said  certificate  during  the  time  said  child  is  in 
his  employ ;  said  employer  shall,  within  two  days  after 
the  child  is  discharged  or  ceases  to  work  for  him,  sur- 
render or  return  the  age  and  schooling  certificate  to 
the  supervisor  of  school  exemption  certificates  of  the 
school  district  in  which  said  child  resides,  who  shall 
file  the  same  in  his  oflice  and  keep  said  certificate  until 
such  time  as  the  child  shall  again  secure  employment. 
If,  however,  said  employer  does  not  know  or  cannot  find 
the  location  of  said  child's  residence,  he  shall  surrender 
or  deliver  the  age  and  schooling  certificate  to  the 
supei'visor  of  school  exemption  certificates  for  the  dis- 
trict in  which  the  business  of  the  employer  was  located, 
and  said  supervisor  of  school  exemption  certificates 
shall  make  inquiry  and  search  for  said  child,  and  if 
he  cannot  find  where  said  child  resides,  he  shall  return 
the  certificate  to  the  supervisor  of  school  exemption 
certificates  who  issued  the  same. 

Whenever  a  child  shall  find  other  emplo^nnent  it 
sha:l  i'pply  to  the  supervisor  of  school  exemption  cer- 
tificates of  the  school  district  in  which  said  child  lives 
for  the  return  of  the  age  and  schooling  certificate, 
together  with  a  blank  form  of  employer's  certificate, 
and  the  employer  shall  retain  and  file  in  his  office  said 
age  and  schooling  certificate,  and  fill  in  and  return  the 
employer's  certificate  as  provided  above.  If  said  child 
is  employed  in  a  school  district  other  than  that  in 
which  he  or  she  lives,  on  receipt  of  the  "  employer's 
certificate,"  the  supervisor  of  school  exemption  c-erti- 
ficatcs  of  the  Sfhoo]   district  in  which  said  child  lives 


New  Jersey  3879 

shall  immediately  forward  to  the  county  superintendent 
of  schools  of  the  county  in  which  the  child  is  employed 
a  duplicate  of  such  certificate  properly  filled  out  and 
the  address  of  said  employer,  together  with  a  duplicate 
of  the  age  and  schooling  certificate  issued  to  such  child, 
and  said  county  superintendent  of  schools  shall  foi'ward 
such  certificate  as  provided  above. 

2.  State  Leg-islation  —  Patriotic   Measures    (Annual   Report,    1918) 

a.       SERVICE    FLAG 

To  Teachers  and  School  Ofpcials: 

The  following  is  a  good  suggestion  made  by  Assistant  Commis- 
sioner Scott : 

One  way  of  stimulating  the  interest  of  pupils  in  the  service  of 
our  soldiers  and  sailors  in  the  war  is  through  the  display  of  tlie 
service  flag. 

It  would  seem  fitting  that  every  public  school  that  has  had  some 
part  in  the  training  of  a  boy  who  is  now  becoming  a  soldier  or 
sailor  should  display  a  service  flag.  This  flag,  displayed  in  the 
one-room  school,  or  in  the  elementary  or  high  school  in  a  to\vn  or 
city,  will  help  to  show  the  boys  and  girls  who  are  now  attending  the 
school  what  is  being  done  by  some  former  pupil  or  pupils  ? 

In  furnishing  the  children  with  democratic  ideals  the  school  is 
only  second  in  importance  to  the  home.  Schools  should  be 
encouraged  to  show  their  pride  in  those  whose  training  has  been 
partly  received  in  them  and  whose  duty  it  now  is  to  fight  for  the 
ideals  for  which  tlie  school  stands. 

The  service  flag  in  a  school  should  mate  the  children  more  appre- 
ciative of  ^Vhat  our  country  means  and  at  the  same  time  give  them 
greater  pride  in  their  school.  Such  service  flags  placed  in  the 
schools  as  well  as  the  homes  would  be  of  some  encouragement  to 
our  soldiers  in  training.  They  would  see  in  a  real  sense  how  the 
young  boys  and  girls  back  at  hom.e  are  trying  to  uphold  the  soldiors 
v.'ho  are  fighting  the  country's  cause.  It  would  not  be  very  difficult 
for  the  teachers  or  pupils  (preferably  the  latter)  of  a  school  to 
procure  the  names  of  soldiers  who  had  formerly  been  its  pupils. 

Pupils  might  appropriately,  as  a  part  of  their  English  exercises, 
write  to  a  soldier  at  the  front  or  in  training  a  letter  or  letters 
elxpressing  their  pride  in  the  fact  that  he  was  formerly  a  pupil  in 
the  school  and  asking  what,  if  au\i;hing,  the  school  could  do  for 


3880  CiTizExsiiir  Trahsting  in  Other  States 

him.  It  is  possible  that  the  school  through  its  Red  Cross  and  other 
activities  might  send  to  such  former  pupil  some  article  or  articles 
which  he  might  need. 

A  service  flag  could  be  procured  for  a  school  at  very  little  cost. 
The  material  for  a  small  flag,  10  by  18  inches,  costs  approximately 
twelve  cents.  The  boys  could  readily  give  this  amount,  perhaps 
earning  it  for  the  purpose.  In  practically  every  school  in  the  state 
the  girls  would  be  able  to  make  the  flags,  and  this  would  be  good 
employment  for  them.  The  only  expense,  then,  would  be  the  cost 
of  the  material. 

All  this  would  be  one  way  of  showing  honor  to  the  former  boys 
of  the  public  schools  who  are  now  answering  their  country's  call. 

Respectfully, 

Calvin  N.  Kendall, 
C (ymmissioner  of  Education. 

Approved,  Melvin  A.  Rice,  President  State  Board  of  Education, 
December,  1917. 

b.       THE    JUNIOR   RED    CROSS 

The  President  of  the  United  States  has  called  upon  the  school 
children  of  the  country  to  take  part  in  the  work  of  the  Red  Cross. 
This  work  will  bring  to  every  child  an  opportunity  for  patriotic 
service  to  his  country  and  its  allies.  The  need  for  this  service  will 
greatly  increase  as  the  war  goes  on.  In  order  that  the  work  may  be 
organized  and  made  efficient  the  Red  Cross  has  authorized  a  new 
class  of  membership  known  as  the  Junior  Red  Cross.  I  desire  to 
direct  the  attention  of  school  officials  and  teachers  to  the  purpose  of 
this  organization  and  to  ask  them  to  consider  the  opportunity 
which  it  presents  to  the  schools.  They  will  of  course  use  their 
own  discretion  as  to  whether  it  is  advisable  for  them  to  further  this 
organization  and  engage  in  this  work. 

Amendments  and  Supplements  to  School  law,  Chapter  135. 


CoiirHpH    In 
C'linnuinlty 
rivlcs    and 
Amrriran 
democracy. 


C.       SPECIAL  COURSES 

1.  In  each  high  school  of  this  state  there  shall  be 
given  a  course  of  study  in  community  civics  and  a 
course  of  study  in  problems  in  American  democracy, 
which  courses  shall  be  prescribed  by  the  commissioner  of 
education,  with  the  approval  of  the  state  board  of  edu- 
cation.    The  course  in  community  civics  shall  be  com- 


New  Jersey  3881 

pleted  not  later  than  by  the  end  of  the  second  year,  and 
the  course  in  problems  in  American  democracy  shall  ^^^rsJa  *' 
be  begun  not  earlier  than  at  the  beginning  of  the  third 
year.  The  time  to  be  devoted  to  each  of  the  aforesaid 
courses  shall  be  at  least  sixty  full  hours  in  periods  of 
at  least  forty  minutes  each.  The  foregoing  courses 
shall  be  given  in  all  approved  and  registered  high 
schools  and  taken  by  all  pupils  enrolled  in  the  years 
in  which  the  subjects  are  required  to  be  taught  as  afore- 
said. 

2.  For  the  elementary  grades,  a  course  in  the  geog-  eiemlnury 
raphy,  history  and  civies  of  New  Jersey  shall  be  pro-  «'"'■''''• 
vided,   which   course  shall  be  prescribed  by  the  com- 
missioner of  education,  with  the  approval  of  the  state 

board  of  education ;  and  the  course  thus  prescribed 
shall  be  required  in  all  public  elementary  schools  and 
shall  be  taken  by  all  pupils  in  the  grade  in  which  it  is 
given. 

3.  The  courses  of  study  provided  for  in  sections  one  ^^^^^  **> 
and  two  of  this  act  shall  begin  with  the  opening  of 

the  schools  in  the  year  nineteen  hundred  and  twenty, 
and  shall  be  given  together  with  instruction  as  to  the  fnimiction. 
privileges  and  responsibilities  of  citizenship  as  they 
relate  to  communitv  and  national  welfare  with  the 
object  of  producing  the  highest  type  of  patriotic  citi- 
zenship. 

3.     State  Legislation  —  Flags 
New  Jersey  School  Laws,  1918.     Article  XXVII. 

Every  board  of  education  shall  procure  a  United  States  flag, 
flagstaff  and  the  appliances  therefor  for  each  school  in  the  district, 
and  shall  display  said  flag  upon  or  near  the  public  school  building 
during  school  hours  and  at  such  other  times  as  said  board  may 
deem  proper. 

New  Jersey  School  Laws,  1918,  Chapter  on  "  County  Superintend- 
ents."   Section  10,  p.  287. 

Each  county  superintendent  in  his  annual  report  to  the  Commis- 
sioner of  Education  shall  specifically  report  as  to  whether  the  pro- 
visions of  the  School  Law  relating  to  the  display  of  the  United 
States  flag  during  school  hours,  and  whether  the  law  relating  to 


3SS2  Citizenship  Teaininq  in  Other  States 

Flag  Day  on  the  fourteenth  of  June,  in  each  year,  have  been  com- 
plied with  in  the  various  school  districts  therein,  and  shall  annu- 
ally, and  at  such  other  times  as  he  may  deem  advisable,  direct  the 
attention  of  the  boards  of  education  therein  to  the  necessity  of  com- 
plying with  the  provisions  of  said  sections.  He  is  also  directed  to 
recommend  that  in  each  school  the  daily  excercise  shall  include  a 
salute  to  the  United  States  Flag,  and  shall  include  in  his  report  a 
statement  of  the  observance  of  this  custom. 

4.     Need  of  Americanization  in  New  Jersey  (Annual  Report,  1918) 

Among  the  young  men  who  came  to  Camp  Dix  as  a  result  of 
the  draft,  in  the  first  contingent  approximately  21  per  cent,  were, 
by  the  standards  there  imposed,  illiterate;  in  the  second  contin- 
gent approximately  25  per  cent,  were  illiterate,  and  in  the  third 
contingent  331/3  per  cent. 

Some  of  these  men  were  from  New  Jersev. 

In  the  census  of  1910  more  than  5,000,000  of  persons  in  the 
Ignited  States  above  the  age  of  ten  were  found  to  be  illiterate. 
Of  these,  113,502  were  reported  from  New  Jersey. 

Quoting  from  the  United  States  census  of  1910,  there  are 
113,502  illiterates  in  New  Jersey,  representing  5.6  per  cent,  of 
the  total  population  ten  years  of  age  and  over,  as  compared  with 
5.9  per  cent,  in  1900.  The  percentage  of  illiteracy  is  14.7  among 
foreign-bom  whites,  9.9  among  negroes,  and  .9  among  native 
whites. 

For  all  classes  combined,  the  percentage  of  illiterates  is  5.8 
in  urban  communities  and  5  in  rural.  For  each  class  separately, 
however,  the  percentage  of  illiteracy  in  the  rural  population 
exceeds  that  in  the  urban. 

For  persons  from  ten  to  twenty  years  of  age,  inclusive,  whose 
literacy  depends  largely  upon  present  school  facilities  and  attend- 
ance, the  percentage  of  illiteracy  is  2.4. 

These  are  startling  figures,  and  they  are  enough,  unless  meas- 
ures are  taken  at  once  to  correct  this  state  of  affairs  by  public 
education,  to  give  any  intelligent  American  a  feeling  of  appre- 
hension. The  war  has  revealed  the  necessity  of  democracy  as  a 
form  of  government,  but  it  must  be  an  intelligent  democracy. 
A  democracy  cannot  be  intelligent  if  so  large  a  portion  of  its 
citizens  are  illiterate. 


Xew  Jekset  3883 

It  is  of  the  highest  importance  that  in  Xew  Jersey,  as  well 
as  in  other  states,  measures  should  be  adopted  to  give  the  rudi- 
ments of  an  English  education  to  this  large  mass  of  illiterate 
citizens. 

Moreover,  such  an  education  is  necessary  before  we  can  give 
these  persons  a  comprehension  of  the  fundamental  ideas  of 
American  life,  citizenship  and  institutions,  and  of  allegiance  to 
the  principles  upon  which  the  government  of  the  United  States 
is  founded. 

A  law  requiring  education  in  the  rudiments  of  English  and 
Americanization  of  all  illiterates  between  sixteen  and  twenty-one 
should  be  enacted. 

6.     Citizenship  Training  Through  Public  Schools 

Amendments  and  Supplemenis  to  School  Law,  Chapter  152 

4.  In  any  county  in  which  there  has  been  appointed  ^onli'mfation'" 
a  board  of  education  of  the  county  vocational  school  in  ®^  °° " 
accordance  with  chapter  294,  P.  L.   1913,  or  in  any 
county  in  which  there  shall  hereafter  be  appointed  a 

board  of  education  of  the  county  vocational  school  in 
accordance  with  said  act,  the  board  of  education  of  any 
school  district  in  which  the  municipality  or  munici- 
palities constituting  the  school  district  have,  according 
to  the  most  recent  census,  either  state  or  United  States, 
a  population  of  twenty-five  thousand  or  less,  may 
request  the  said  board  of  education  of  the  county  voca- 
tional school  to  establish  and  maintain  a  continuation  school 

•        1      11    established. 

or  continuation  schools,  and  upon  such  request  it  snali 
be  the  dutv  of  said  board  of  education  of  the  county 
vocational  school  to  establish  and  maintain  such  con- 
tinuation school  or  continuation  schools  in  accordance 
with  the  terms  of  this  act ;  provided,  that  no  such  con-  proviso, 
tinuation  school  having  an  enrollment  of  less  than 
twenty  (20)  pupils  shall  be  established  in  any  county. 

5.  In    anv    countv    in    which    there    has    not    been  county  board 

_  •  •  .of   eaiication 

appointed  a  board  of  education  of  the  county  vocational  appointed, 
school,    as   provided   in   chapter   294,    P.    L.    1913,    a 
county  board  of  education  may  be  appointed  under  the 
provisions  of  this  act.   who  shall   have   the  power  to 
establish    and    maintain    continuation    schools.     Such 


3884 


Citizenship  Teaining  in  Other  States 


Duties. 


Continuation 
school     estab 
lished   by 
board    of 
county  voct- 
tlonal  school. 


ProTiso. 


county  board  of  education  appointed  to  establish  and 
maintain  a  continuation  school  shall  be  a  body  corpo- 
rate, and  shall  be  known  as  and  called  "  The  Board 
of  Education  of  the  County  Vocational  School  in  the 

county  of "     (here  insert  the  name  of  the 

county  in  which  such  school  shall  be  located). 

6.  In  any  county  in  which  there  shall  hereafter  be 
appointed  a  board  of  education  of  the  county  vocational 
school  for  the  establishment  and  maiuteuanc-e  of  a  con- 
tinuation school  or  continuation  schools,  as  provided 
in  this  act  the  board  of  education  of  any  school  dis- 
trict in  which  the  municipality  or  municipalities  con- 
stituting the  school  district,  have  according  to  the  most 
recent  census,  either  state  or  United  States,  a  popula- 
tion of  twenty-five  thousand  or  less,  may  request  the 
said  board  of  education  of  the  county  vocational  school 
to  establish  and  maintain  a  continuation  school  or  con- 
tinuation schools,  and  upon  request  it  shall  be  the  duty 
of  said  board  of  education  of  the  county  vocational 
school  to  establish  and  maintain  such  continuation 
school  or  continuation  schools  in  accordance  with  the 
terms  of  this  act;  provided^  that  no  such  continuation 
school  having  an  enrollment  of  less  than  twenty  (20) 
pupils  shall  be  established  in  any  county. 


New  Jersey  School  Laws,  1918,  Article  XIII. 

206.  The  board  of  education  of  any  school  district  may  establish 
and  maintain  a  public  evening  school  or  evening  schools  for  the 
instruction  of  foreign-born  residents  of  said  district,  over  four- 
teen years  of  age,  in  the  English  language  and  in  the  form  of 
government  and  the  laws  of  this  state  and  of  the  United  States. 
Every  teacher  employed  in  such  a  school  shall  hold  a  special 
Teachci-'s  certificate,  valid  as  a  license  to  teach  in  such  schools. 
The  State  Board  of  Education  shall  prescribe  rules  for  the  proper 
control  and  management  of  such  schools,  for  the  inspection 
thereof,  for  the  granting  of  certificates  to  teach  therein,  and  for 
carrying  into  effect  the  purposes  of  this  act.  The  course  of  study 
in  each  of  such  schools  and  any  changes  therein  shall  be  sub- 
mitted to  and  shall  be  approved  by  the  State  Board  of  Education. 


IN'ew  Jersey  3885 

6.     Teacher  Requirements 

New  Jersey  School  Laws,  1918.      General  Regulations  Relating 
to  Certificates.     (See  pages  266,  267.) 

Ev&ning  school  certificates. —  The  State  Board  of  Examiners  is 
authorized  to  grant  a  Limited  Certificate,  good  for  one  year,  to 
teach  in  evening  schools,  to  a  person  who  has  completed  a  four- 
year  high  school  course  of  study,  or  has  an  equivalent  education, 
upon  recommendation  of  the  County  or  City  Superintendent  of 
schools  of  the  district  in  which  the  applicant  desires  to  teach; 
provided,  that  this  rule  shall  not  apply  to  applicants  to  teach 
classes  in  evening  schools  for  foreign-born  citizens. 

For  the  Evening  School  for  Foreign-Born  Residents  Certificate 
the  applicant  shall, 

(a)  Be  of  good  moral  character  as  shown  by  satisfactory 
testimonials, 

(b)  Be  at  least  eighteen  years  of  age, 

(e)   Hold  either  a  State  or  City  Teacher's  Certificate,   (or) 

(d)  Give  satisfactory  proof  of  having  been  an  experienced, 
successful  public  school  teacher,  or, 

(e)  Give  satisfactory  proof  of  collegiate  training  in  an  institu- 
tion of  standing  in  this  or  a  foreign  country,  together  with  a  prac- 
tical knowledge  of  the  English  subjects  to  be  taught  —  English 
language  (reading  and  writing),  the  forms  of  government  and 
the  simple  laws  and  regulations  concerning  the  rights  and  duties 
of  a  citizen. 

Proofs  of  these  qualifications  and  of  fitness  to  teach  in  the 
Evening  Schools  for  foreign-born  residents  shall  be  secured  by  the 
local  Superintendent  (or  Supervisor)  of  Schools,  and  forwarded  to 
the  State  Board  of  Examiners  or  to  the  City  Board  of  Examiners 
if  there  be  one,  and  when  approved  by  them  a  Special  Certificate 
will  be  issued,  and  in  the  School  District  in  which  the  service  is 
to  be  rendered. 

This  certificate  may  be  renewed  yearly  on  request  of  the  Super- 
intendent of  Schools  (or  Supervisor). 

7.    Appropriation  for  Citizenship  Training   (Annual  Report,   1918) 

Grand  total  of  expenditures  during  the  year  and  balance  on 
hand  at  close  of  year,  $9,639.59.  (See  Table  3,  page  215  of 
Report.) 


3886  Citizenship  Traixing  iisr  Other  States 

8.     Citizenship  Training-  Through  Industries 

Letter   from    Charles    T.    Allen,   Employment  Manager,  The 

Eoessler  &  Hasslacher  Chemical  Company,  Perth  Amboy,  Xew 
Jersey,  January  22,  1920 : 

"We    have    approximately    550    foreign-bom    employees, 
made  up  as  follows: 

"  Hungarians 245 

"  Austrians 35 

"  Russians 63 

**  Germans 59 

''Greeks 3 

*'  Italians 6 

"  English 12 

*'  Canadians 5 

*'  Scotch 6 

« Irish 17 

"  Welsh 2 

"  Scandinavians 60 

"  Poles  (Russian,  Austrian,  German)    37 

"  Total 550 


"We  conduct  classes  in  English,  as  well  as  civics  and 
current  events ;  voluntary  teachers  from  our  office  and  mana- 
gerial staff  for  the  English  classes,  but  supervised  by  the 
industrial  secretary  of  the  local  Y.  M.  C.  A.  The  classes 
in  current  events  are  led  by  the  industrial  secretary  or  his 
assistants.  Dr.  Peter  Roberts'  (Y.  M.  C.  A.)  System  is 
used  in  English  instruction.  The  men  advance  rapidly  and 
seem  to  enjoy  the  work.  There  is  no  attempt  to  compel  the 
men  to  attend  any  of  the  class  work. 

"  Our  classes  in  English  are  very  small  and  our  attendance 
by  nationalities  is  about  the  same  ratio  as  the  number  of 
employees.  Shift  work  makes  it  rather  difficult  for  us  to 
develop  the  educational  work,  as  the  change  of  hours  once 
every  two  weeks  makes  it  impossible  for  one-third  of  the 
men  to  attend  the  instruction.  Particularly  for  this  reason 
we  encourage  the  men  to  attend  free  English  classes  con- 
ducted at  the  Public  Library  and  the  Y.  M.  C.  A.,  as  well 
as  the  Americanization  classes  conducted  at  these  places  by 
the  industrial  secretary  of  tho  "^'.  ^\.  C.  A. 


l^Ew  Jersey  3887 

"If  you  would  communicate  with  Mr.  Frank  W.  Ilenson, 
industrial  and  Americanization  secretary,  local  Y.  M.  C.  A., 
I  feel  that  he  could  give  you  some  statistics  and  other  infor- 
mation that  would  be  of  real  value  to  you. 

"  The  writer  believes  that  the  great  number  of  foreign- 
speaking  men  would  gladly  embrace  the  opportunity  to 
become  better  acquainted  with  English  and  gain  a  broader 
knowledge  of  American  institutions  and  American  ideas  and 
ideals.  I  question  the  practicality  of  compulsory  educa- 
tion for  adult  illiterate  foreigners,  and  believe  that  the 
thing  to  do  is  to  make  it  easy  for  them  to  secure  such  knowl- 
edge. Most  of  the  suggested  plans  for  educating  the  for- 
eigners through  public  schools  are  at  fault  in  that  they  con- 
sume too  much  of  the  individual's  free  time.  Also,  that  the 
system  generally  used  is  not  the  best.  The  conversational 
method  of  instruction  is  by  far  the  quickest  and  most  inter- 
esting plan  yet  devised." 


CHAPTER  XXIX 

New  Mexico 

Jonathan  H.  Wagnee,  Superintendent,  Departinent  of  Educcu- 
tixm,  Santa  Fe.  Letter,  October  28,  1919.  Bulletin,  "  Com- 
pilation of  New  Mexico  School  Laws,"  1919. 

1.  State    Legislation  —  Facilities    for    Minors    and    for    Minors    of 

Employment  Age 

New  Mexico  School  Laws,  1919.     Chapter  7.     Article  2. 

Section  1.  Children  between  the  ages  of  six  and  sixteen  years 
of  age  shall  attend  public  schools  of  the  state  for  as  many  weeks 
as  the  public  schools  in  the  district  in  which  such  children  reside 
shall  be  in  session,  except  that  children  actually  attending  private 
or  denominational  schools  maintaining  courses  of  instruction 
approved  by  the  State  Board  of  Education,  those  physically  or 
mentally  unfit  or  incompetent  and  those  residing  more  than  three 
miles  from  public  school  houses  and  to  whom  no  free  public  means 
of  conveyance  to  and  from  school  are  furnished  shall  be  exempt 
from  the  provisions  of  this  act. 

Section  2.  Children  subject  to  the  provisions  of  this  act,  between 
the  ages  of  fourteen  and  sixteen  years,  may  be  excused  by  issuance 
of  certificate  of  employment,  from  full-time  public  school  attend- 
ance, by  the  city  or  county  school  superintendents  within  whose 
jurisdiction  such  children  reside  or  are  employed,  upon  assurance 
that  said  children  are  then  or  in  the  immediate  future  shall  be 
definitely  employed  in  some  gainful  trade  or  occupation.  The 
certificate  of  employment  shall  contain  the  name,  age  and  resi- 
dence of  the  child  excused,  by  whom  employed  or  to  be  employed, 
the  last  grade  attended  by  the  child  and  a  recitation  that  the  child 
is  excused  from  full-time  public  school  attendance  until  the  certifi- 
cate shall  be  revoked. 

Section  3.  Whenever  in  luiy  school  district  there  shall  have  been 
issued  fifteen  such  employment  certificates  there  shall  be  estab- 
lished a  part-time  school  or  class  giving  instruction  for  not  less  than 
150  hours  per  year  and  for  not  less  than  five  hours  per  week 
between  the  hours  of  8  a.  m.  and  6  v.  ^i. 

Section  4.  AVhenever  the  number  of  hours  for  which  a  cliild 
over  fourteen  years  and  less  than  sixteen  years  of  age  may  be 
employed  shall  be  fixed  by  Federal  or  State  law  the  hours  of  attend- 

[3888] 


New  Mexico  3889 

ance  upon  a  part-time  school  or  class  shall  be  counted  as  a  part  of 
the  number  of  hours  so  fixed  by  Federal  or  State  laws,  but  nothing 
contained  herein  shall  affect  the  right  of  the  employer  to  reduce  the 
compensation  of  the  child. 

Section  5.  The  State  Board  of  Education  shall  adopt  rules  and 
regulations  concerning  the  establishment  of  part-time  schools  and 
classes. 

Section  6.  Whenever  any  school  district  shall  deem  it  inexpedi- 
ent to  establish  part-time  schools  or  classes  it  shall  present  to  the 
State  Superintendent  of  Public  Instruction  the  reasons  for  such 
inexpediency,  and  the  State  Superintendent  may  excuse  the  dis- 
trict from  the  establishment  of  such  part-time  schools  or  classes 
if  he  deems  such  reasons  sufficient. 

Section  7.  Parents,  guardians  and  persons  having  control  of 
children  subject  to  provisions  of  this  act  are  hereby  made  respon- 
sible for  the  public  school  attendance  of  such  children  and  any 
parent,  guardian  or  person  aforesaid  who  shall  violate  any  of  the 
provisions  of  this  act,  after  any  school  authority  shall  have  given 
public  notice  of  the  substance  of  the  provisions  of  this  act,  upon 
conviction,  shall  be  fined  not  less  than  $5  nor  more  than  $100  or 
imprisoned  in  the  county  jail  for  not  less  than  five  nor  more  than 
ninety  days,  and  in  addition  to  penalty  aforesaid,  any  parent, 
guardian  or  person  having  control  of  children  subject  to  the  pro- 
visions of  this  act  who  shall  violate  the  provisions  hereof  shall  be 
subject  to  the  writ  of  mandamus  at  the  instance  and  in  the  name 
of  county  or  municipal  boards  of  education  or  county  or  city  super- 
intendents of  schools  without  consent  of  the  attornev-general. 

Section  8,  Any  person,  firm  or  corporation  employing  a  child 
between  the  ages  of  fourteen  and  sixteen  years  of  age  shall  permit 
the  attendance  of  such  child  upon  a  part-time  school  or  class 
whenever  any  such  part-time  school  or  class  shall  have  been  estab- 
lished in  the  district  where  the  child  resides  or  may  be  employed, 
and  any  employer,  firm  or  corporation  employing  any  child  over 
fourteen  and  less  than  sixteen  years  of  age  contrary  to  the  provis- 
ions of  this  act  shall  be  subject  to  a  fine  of  not  less  than  $5  nor 
more  than  $50  for  each  separate  offense. 

Section  9.  The  school  officials  charged  with  the  responsibility 
of  enforcing  the  compulsory  attendance  laws  of  this  state  shall 
also  be  responsible  for  the  enforcement  of  the  attendance  upon 
part-time  schools  and  classes  in  accordance  with  the  terms  of  this 
act. 


3890  CiTizEA'SHip  Training  in  Othek  States 

2.     State  Legislation  —  Flags 
New  Mexico  School  Laws,  1919.     Chapter  3.     Article  1. 

Section  19.  That  Section  4860,  Code  of  1915,  be  and  it  hereby 
is  amended  so  as  to  read  as  follows :  The  respective  county  boards 
of  education  having  jurisdiction  of  the  various  school  districts 
shall  procure  at  the  expense  of  their  respective  districts,  towns  or 
cities,  for  every  public  school  not  provided  therewith,  a  United 
States  flag  not  less  than  five  feet  long,  together  with  a  flagstaff, 
and  the  necessary  appliances  therefor;  and  whenever  the  flag, 
flagstaff  or  the  necessary  appliances  therefor  of  any  such  school 
shall  from  any  cause  become  unsuitable  for  further  use  such  boards 
of  education  shall  in  the  same  manner  purchase  others  in  place 
thereof. 

3.     State  Legislation  —  English  Language 

New  Mexico  School  Laws,  1919.     Chapter  5,  Article  4,  Miscel- 
laneous Provision. 

Section  2.  All  branches  of  study  in  said  schools  shall  be  taught 
in  the  English  language  as  in  other  public  schools  of  the  state; 
provided,  however,  that  it  is  hereby  made  the  duty  of  the  teachers 
in  said  schools  to  teach,  in  addition  to  the  required  studies  in  the 
English  language,  Spanish  reading  to  Spanish  speaking  pupils 
and  to  such  English  speaking  pupils  as  may  desire  to  learn 
Spanish  reading.  In  addition  thereto,  the  said  teachers  shall 
teach  all  Spanish  speaking  pupils  to  translate  their  English  read- 
ing lessons  into  the  Spanish  language,  to  the  end  that  such  pupils 
mav  better  understand  that  which  thev  read  in  Ensjlish.  For  the 
purpose  of  teaching  Spanish  reading,  such  Spanish  text-books 
shall  be  used  as  are  commonly  used  in  Spanish  schools. 

4.     Letter  from  Jonathan  H.  Wagner,  Superintendent,  Department  of 
Education.  Santa  Fe,  October  28.  1919: 

"No  direct  Americanization  legislation  has  taken  place  in 
this  state,  as  up  to  the  present  time  it  has  not  been  necessary. 
The  people  in  'New  Mexico  are  very  loyal  to  their  state  and 
nation." 

5.     Citizenship  Training  Through  Public  Schools 
New  Mexico  School  Laws,  1919.     Chapter  8,  Article  1. 

Section  1.  The  school  directors  in  every  school  district  in  the 
State  of  New  Mexico,  where  there  may  be  ten  or  more  illiterates 
or  semi-illiterate  persons,  mny  engage  their  respective  teachers  to 
hold  nocturnal  courses  of  instruction  as  are  taught  in  the  common 


New  Mexico  3891 

school  branches  of  the  public  schools  of  the  state  of  at  least  one 
hour  each  night. 

Section  2.  An  allowance  of  five  dollars  ($5)  per  month  for  the 
first  ten  students  and  five  dollars  ($5)  additional  for  any  number 
over  and  above  the  regular  salary  in  the  same  manner  and  form 
and  from  the  same  fund  that  the  teachers'  regular  salaries  are 
paid,  to  any  school  teacher  who  shall  engage  in  the  performance 
of  the  duties  prescribed  in  section  1  of  the  act. 

Following  two  sections  repeal  preceding  two,  effective  after 
June  13,  1919. 

Section  1.  Whenever  there  are  ten  or  more  illiterate  or  semi- 
illiterate  adult  persons  in  any  rural  school  district,  any  municipal 
school  district  of  an  incorporated  viltage  or  town,  or  in  a  ward 
of  any  city,  who  wish  to  attend  a  night  school,  the  respective 
county  or  municipal  board  of  education  may  engage  a  competent 
instructor  to  teach  such  persons  at  the  schoolhouse  of  such  dis- 
trict or  ward  in  sessions  of  two  hours  each  three  times  per  week 
during  the  school  term  thereof. 

Section  2.  Such  instructor  shall  receive  per  month  not  to 
exceed  $15  for  ten  to  fifteen,  $20  for  fifteen  to  twenty,  and  $25 
for  twenty  or  more  students  regularly  attending  such  night  school, 
to  be  paid  out  of  the  funds  of  the  district  in  which  said  school 
is  held. 

6.     Bulletin  of  the  State  Board  of  Edtication  of  New  Mexico, 
"Americanization  Day  " 

Bulletin 
State  Board  of  Education  of  New  Mexico 

Vol.  V  September,   1919  No.  Ill 

Entered  as  second  class  matter  at  the  Post  office  at  Santa  Fe,  New  Mexico, 
under  Act  of  Congress  of  August  24,   1912. 

AMERICANIZATION  DAY 

In  the  Schools  of  New  Mexico 

IX  memory  of 

THEODORE  ROOSEVELT 

Friday,  October  24,   1919 


SUGGESTIVE  PROGRAMS   AND   QUOTATIONS 

State  Department  of  Education 

Santa  Fe,  New  Mexico 

Jonathan  H.  Wagner,  Superintendent  of  Public  Inslruction 


3892  Citizenship  Traixixg  in  Other  States 

GOVERNOR    PROCLAIMS     AMERICAXIZATIOX     DAY 

A  PROCLAMATIOX  BY  THE  GOVERNOR 

'Whereas,  In  these  days  of  reconstruction  and  readjustment  of 
the  internal  affairs  of  the  state  and  nation,  a  constant  reminder 
of  the  necessity  of  adherence  to  the  principles  of  true  American- 
ism is  an  essential  factor  in  the  education  of  the  youth  of  our 
land;  and 

Whereas,  The  purposes  and  objects  of  the  Roosevelt  Memorial 
Association  are  the  preservation  for  all  the  people  of  our  country 
of  that  inspiration  of  true  Americanism  which  burned  in  the 
heart  of  Theodore  Roosevelt,  whereby  was  kindled  in  the  souls 
of  all  true  Americans  a  greater  devotion,  more  loyalty,  and  a 
deeper  faith; 

Now,  therefore,  in  commemoration  of  the  ideals  of  duty,  loy- 
alty and  devotion  to  our  country  which  were  voiced  by  this  great 
American,  Friday,  October  2-1:,  1919,  is  herebv  proclaimed  to  be 
AMERICAIN'IZATIOX  DAY  in  the  public  schools  of  the  State 
of  Xew  Mexico,  on  the  afternoon  or  evening  of  which  day  patri- 
otic programs  and  exercises  should  be  rendered  and  held  by  the 
student  body  and  under  the  supervision  of  the  teachers  in  the 
public  schools  and  governing  bodies  of  all  state  institutions  of 
higher  learning  in  !N^ew  Mexico. 

Done  at  Santa  Fe  this  24th  day  of  September,  1919. 

OCTAVIANO    A,    LaERAZOLO, 

Governor  of  New  Mexico. 

"To  Presidents  of  State  Educ(dional  Institutions,  Sicperin- 
tendents.  Principals  and  Teachers: 

"  Honorable  O.  A.  Larrazolo,  Governor  of  the  State  of 
!N"ew  Mexico  and  ex-officio  president  of  the  State  Board  of 
Education,  has  proclaimed  Friday,  October  twenty-fourth, 
nineteen  hundred  nineteen,  to  be  AMERICAXIZATION" 
DAY  and  has  requested  that  on  the  afternoon  or  evening  of 
this  day  patriotic  programs  and  exercises  shall  be  rendered 
in  all  the  schools  of  the  state  in  commemoration  of  tho  high 
ideals  of  duty,  loyalty,  and  devotion  to  our  country  which 
were  held  by  Theodore  Roosevelt,  the  greatest  American  of 
our  time. 

^'  The  most  wonderful  thing  that  ever  happened  in  times 
of  peace  to  the  ideas  and  the  ideals  of  this  United  States 
was  Theodore  Roosevelt.      He  was  a  shock,  then  a  wonder, 


NE^Y  Mexico  3893 

then  a  Hope,  and  tlien  a  leader,  and  finally  an  inspiration. 
He  first  spoke  to  a  city  and  then  to  a  state  and  then  to  a 
nation,  all  deaf  with  the  din  of  material  success  and  numh 
to  the  corrupt  practices  of  politics.  He  spoke  past  them 
to  a  patriotism  daunted  and  cowed  by  the  hopelessness  of 
a  situation  that  had  long  been  endured.  It  was  not  his 
purpose  to  reform  the  world  single-handed  nor  to  reform 
it  at  all,  but  by  the  time  he  had  served  as  Police  Commis- 
sioner of  the  City  of  New  York  and  brooked  no  interference 
in  its  administration  and  had  taught  Xew  York  State  how 
a  real  governor  should  act  and  had  gone  to  the  White  House 
with  the  largest  majority  a  president  has  ever  had,  then  in 
every  city  and  village  of  our  country  the  people  took  hope 
and  the  Americanization  of  our  politics  began.  Of  him 
it  may  be  truly  said  '  that  he  was  fit  and  ready  for  all  spots 
and  crises,  prompt  and  busy  in  affairs,  gentle  among  little 
children,  self  reliant  in  danger,  genial  in  company,  sharp 
in  the  jury  box,  tenacious  and  ready  to  speak  out  in  a  town 
meeting,  unseducible  in  a  crowd,  tender  at  a  sick  bed,  not 
likely  to  jump  into  the  first  boat  in  a  shipwreck,  affectionate 
and  respectful  at  home,  obliging  in  a  traveling  party,  rcT- 
erent  and  punctual  at  the  church,  brave  in  action,  patient 
in  suffering,  believing  and  cheerful  everywhere,  fervent  in 
spirit.' 

"It  will  be  a  long  time  before  the  echoes  die  of  the 
world's  tribute  to  this  world  character,  but  it  is  fitting  that 
we  celebrate  with  appropriate  exercises  the  life  of  this 
American.  It  will  furnish  an  opportunity  for  community 
exercises  that  will  teach  the  highest  patriotism  and  inspire 
the  loftiest  ideals  in  the  breast  of  every  American  boy  or 
girl.  I  earnestly  urge  that  the  teachers  begin  at  once  to 
prepare  a  program  for  the  occasion  that  will  be  well  worth 
while.  Opportunity  should  be  afforded  to  explain  at  this 
community  gathering  the  purpose  of  the  Roosevelt  Memorial 
Association  and  voluntary  silver  offerings  should  be  received 
and  forwarded  to  the  State  Treasurer  of  this  Association, 
Mr.  Levi  A.  Hughes,  president  of  the  First  National  Bank, 
Santa  Fe,  New  Mexico.  The  names  and  addresses  of  all 
contributors  should  be  sent  with  each  remittance.  These 
names  are  to  be  printed  and  bound  in  a  volume  and  will 


\ 


3894  Citizenship  Traini^tg  in  Other  States 

find  repository  in  the  great  Memorial.  Each  school  con- 
tributing to  this  fund  for  the  purpose  of  erecting  a  National 
Memorial  to  the  memory  of  Theodore  Roosevelt  will  receive 
an  engrossed  certificate  suitable  for  framing  through  our 
state  chairman,  Colonel  R.  E.  Twitchell,  Santa  Fe,  ISTew 
Mexico. 

"  Very  sincerely  yours, 

"Jonathan  H.   Wagner, 
"State  Superintendent  Public  Insirvction. 
"Santa  Ee,  E'ew  Mexico,  September  24,  1919." 


SUGGESTIVE   PROGRAM 

1.  Song — "America"  —  Flag  Salute. 

2.  Reading  Governor's  Proclamation. 

3.  Theodore  Roosevelt  —  The  American. 

4.  Theodore  Roosevelt  —  The  Statesman, 

5.  Theodore  Roosevelt  —  The  Politician. 

6.  Theodore  Roosevelt  —  The  Westerner. 

7.  Song  — 

8.  Recitation — Carnegie  Hall  Speech. 

9.  Recitation  —  "He  is  not  Dead." 

10.  Short  Address  —  The  Roosevelt  Memorial  Association. 

11.  Silver  Offering. 

12.  Song — "Star  Spangled  Banner," 

Note. —  The  addresses  indicated  above  should  be  short,  some 
of  lliem  perhaps  may  well  be  assigned  to  citizens  of  the  com- 
munity, but  most  of  the  program  should  be  furnished  by  the 
school.  On  the  following  pages  will  be  found  material  to  aid  in 
building  the  program. 


AMERICANISM  OF  THEODORE  ROOSEVELT 
By  William  Boyce  Thompson 
On  the  summit  of  a  peak  in  the  Black  Hills  of  South  Dakota 
stands  a  tower  bearing  the  simple  inscription,  "  To  Theodore 
Roosevelt — the  American."  No  further  designation  is,  indeed, 
necessary.  Theodore  Roosevelt  was  a  statesman,  a  historian,  a 
journalist,  a  ])ig  game  hunter,  a  naturalist,  an  explorer,  but  in 
and  above  all  he  was  an  American,  Avhose  ruling  passion  was  his 


Nkw  AfExico  3895 

country.  He  served  his  country  with  every  side  of  his  ver.satiie 
being.  Pie  rescued  from  oblivion  a  romantic  era  of  her  history; 
he  studied  her  wild  animals  and  birds  and  gave  them  sanctuaries; 
he  redeemed  her  deserts;  he  struggled  for  law  and  order  on  her 
frontier,  and  for  humanity  in  her  slums;  he  fought  for  the  honor 
of  her  flag,  in  war  and  peace,  abroad  and  at  home,  with  pen  and 
sword  and  the  organized  power  of  high  position.  He  loved 
America,  and  with  every  breath  he  drew  he  served  her. 

Roosevelt  the  American!  The  path  of  the  traitor,  the  dema- 
gogue, the  spoilsman,  the  profiteer,  the  revolutionist,  the  fifty- 
fifty  citizen,  is  rough  and  difficult  in  America  today  largely 
because  of  the  words  and  deeds  of  Theodore  Roosevelt  during  the 
last  quarter-century.  Like  a  splendid  torch  his  Americanism 
is  to  be  true  to  the  best  she  knows,  must  continue  to  blaze  through 
the  centuries  to  come. 

"  We  run  with  the  torches  until  we  fall,"  said  Theodore  Roose- 
velt, "content  if  we  can  then  pass  them  on  to  the  hands  of  other 
runners." 

Theodore  Roosevelt  has  fallen.  Other  runners  must  carry  his 
torch.  Men  and  women,  working  in  every  state  of  the  Union  for 
a  national  memorial  to  Theodore  Roosevelt,  were  the  natural 
torch-bearers.  Only  such  should  be  chosen  as  are  themselves 
altogether  American  at  heart,  scorning  the  thought  of  divided 
allegiance;  and  those  chosen  should  conceive  their  task  as  a  matter 
not  merely  of  collecting  dollars  for  a  monument,  but  of  preaching 
Americanism  for  the  greater  good  of  their  fellow  men. 


ROOSEVELT  —  THE  WESTERNER 
By  Charles  F.  Lummis 

But  where  is  the  West  ?  There  is  no  geography  about  it.  Any- 
where is  West  if  it  is  far  enough  from  the  East  to  be  out  from 
under.  A  definition  which  Theodore  Roosevelt  greatly  enjoyed. 
His  two  ranches  on  the  Little  Missouri  in  the  Bad  Lands  of  the 
!N'orth  Dakota  were  the  very  last  thing  you  would  take  for  a 
Little  Red  School  House,  but  the  most  important  post-graduate 
course  an  American  statesman  ever  took.  "  The  West  owes  a  lot 
to  you.  You  have  helped  to  translate  it  to  the  tenderfoot,"  said 
a  friend. 

"What?  Why,  I  owe  everything  to  the  West!  It  made  me! 
I  found  myself  there ! "  said  Mr.   Roosevelt. 


3896  Citizenship  Training  in  Other  States 

That  is  no  exaggeration.  Roosevelt  was  the  only  President 
that  ever  knew  the  West,  understood  the  West,  or  could  do  it 
justice,  not  only  as  itself,  but  as  an  essential  factor  in  national 
development.  The  nearest  to  this  recognition  was  away  back  to 
Jefferson,  who  sent  Lewis  and  Clark  to  find  out  in  1804;  and 
Senator  Benton  managed  to  send  Fremont  to  annex  California. 

The  West  gave  Roosevelt  as  his  fiercest  tug  and  insistence  the 
tremendous  health  which  carried  him  through  the  last  twenty 
years  of  life  so  strenuous  as  no  other  American  public  man  ever 
negotiated,  a  health  so  rambunctious  that  it  was  the  bane  of 
thousands  who  started  life  far  better  equipped  in  physique. 


ROOSEVELT  —  THE    STATESMAN 
By  Reverend  Walter  Stephens  Trowbridge 

Spanish  atrocities  stopped,  and  Cuban  freedom  won,  our  hero 
returned  to  the  United  States  and  was  elected  governor  of  Xew 
York.  As  such  he  made  Senator  Piatt,  Republican  '"boss," 
capitulate,  himself  insisting  on  being  governor.  He  forced 
Croker's  retirement,  brought  the  life  insurance  companies  to 
time,  and  against  the  protest  of  his  partisans  relentlessly  prose- 
cuted his  investigation  of  the  New  York  canal  scandal.  He 
secured  limited  hours  of  labor  for  minors  and  women.  And  as 
showing  how  the  dollar  sign  might  be  made  an  ideal  he  added  to 
the  taxable  property  of  the  state  franchises  which  totalled 
$200,000,000.  He  was  always  opposed  to  slackers.  Some  think 
Piatt  made  Roosevelt  vice-president.  I  challenge,  with  a  state- 
ment hard  to  confute:  Not  Piatt,  the  boss,  but  the  people,  whom 
he  had  helped  to  make  the  bosses,  made  Theodore  Roosevelt  vice- 
president.  No  doubt  Piatt  thought  he  was  kicking  Roosevelt 
down,  but  he  could  not  have  flown  very  low  to  light  so  high. 
As  vice-president  he  looked,  listened,  learned  and  was  ready  to 
wear  it  when  McKinley's  mantle  fell  upon  his  own  shoulders. 

Look  first  at  his  remarkable  breadth  of  statesmanship  as  presi- 
dent in  his  unpartisan  appointments.  When  competent  southern 
Republicans  could  not  be  found  he  did  not  hesitate  to  appoint 
Democrats  to  office.  And  who  has  forgotten  the  roar  from 
southern  throats  when  Dr.  Crum,  the  colored  collector  for  the 
Charleston  port,  was  appointed.  It  was  not  at  all  social  equality 
which  brought  him,  a  guest,  to  dinner  in  the  White  LTouse,  just 
political  fairness.      Charges  of  fraud  being  brought  to  him  by 


New  Mexico  3897 

officers  in  the  postal  department,  though  it  were  his  own  party  at 
fault,  he  unhesitatingly  exacted  proof  and  meted  the  punishment 
deserved. 

Mr.  Roosevelt  was  a  great  arbitrator,  both  at  home  and  abroad. 
He  settled  the  anthracite  coal  strike.  The  miners  trusted  him, 
if  the  operators  did  not.  He  adjudicated  the  Russian-Japanese 
war.  In  the  Venezuelan  matter,  with  the  Monroe  Doctrine 
involved,  he  backed  the  kaiser  off  the  western  hemisphere,  and  is 
the  only  man  who  ever  forced  Wilhelm,  the  Gorgon,  before  the 
Hague  Tribunal.  Roosevelt  stopped  the  Santo  Domingo  revolu- 
tion of  his  day.  He  pacified  San  Francisco  and  the  Japs,  the 
latter  preventing  further  emigration  of  cheap  labor  to  this  country 
and  the  former  readmitting  Japanese  children  to  the  public 
schools,  at  his  instance. 


EOOSEVELT  —  THE    POLITICIAN 
Bv  Bbandeb  Matthews 

He  had  confidence  in  the  people,  in  the  average  American 
citizen,  in  the  ordinary  voter.  He  felt  assured  that  the  main 
body  of  our  population  was  to  be  trusted  and  that  it  was  itself 
ready  to  trust  a  leader  who  had  proved  his  honesty.  He  accepted 
as  axiomatic  Lincoln's  assertion  that  "you  can  fool  part  of  the 
people  all  of  the  time  and  all  of  the  people  part  of  the  time, 
but  you  cannot  fool  all  the  people  all  the  time."  He  did  not 
doubt  the  ultimate  wisdom  of  the  people,  its  shrewdness,  its 
insight,  and  its  ability  to  size  up  those  who  appealed  to  it  for 
support.  He  appreciated  the  fact  that  the  people  may  blunder 
and  flounder  and  make  many  mistakes  of  judgment,  but  he  recog- 
nized also  that  in  the  long  run  they  were  pretty  certain  to  arrive 
at  a  wise  decision.  And  he  knew  that  the  American  people  had 
imagination  and  that  they  were  at  heart  idealists,  however  sordid 
some  of  their  practices  might  seem  to  be. 

It  was  to  this  imagination,  this  idealism,  this  underlying 
morality,  that  Roosevelt  was  forever  addressing  himself,  and  in 
so  doing  he  did  not  shrink  from  the  spectacular.  The  raising 
of  the  Rough  Riders,  the  building  of  the  Panama  Canal,  the 
sending  of  the  battleship  fleet  around  the  world,  "  ready  for  a 
frolic  or  a  fight,"  these  were  all  spectacular,  each  in  its  own  way. 
But  no  one  of  them  was  spectacular  for  its  own  sake;  all  of  them 


3898  Citizenship  Training  in  Other  States 

had  an  immediate  practical  value,  obvious  to  all  men.  When- 
ever Roosevelt  hitched  his  wagon  to  a  star,  he  made  sure  that  the 
harness  would  hold  and  that  the  wheels  would  not  catch  fire. 

He  credited  the  average  man  with  the  keen  moral  sense  and 
the  high  moral  fervor  that  he  himself  possessed.  He  knew  that 
to  scoff  at  political  morality  and  to  call  the  Golden  Rule  an 
iridescent  dream  is  bad  politics,  even  if  it  is  not  worse;  and  that 
way  madness  lies  in  disgraceful  defeat.  ]\rerely  as  policy,  it 
was  l)etter  for  him  to  advocate  the  Square  Deal,  especially  when 
he  believed  in  it  with  the  enthusiastic  faith  of  a  moral  crusader. 
One  of  his  opponents  thought  to  pour  contempt  on  him  by  the 
sneer  that  Roosevelt  was  forever  talking  about  the  Ten  Com- 
mandments "  as  if  he  had  written  them  himself."  Well,  he  had 
written  them  in  his  own  heart,  which  is  more  effective  than 
merely  reading  them  on  a  table  of  stone.  He  had  not  only 
written  them,  but  he  believed  in  them  and  accepted  their  obliga- 
tions; and  he  was  earnest  in  the  effort  to  make  others  obey  this 
code,  even  if  they  did  not  believe  in  it. 

His  hold  upon  the  American  people  was  due  largely  to  his 
active  imagination,  his  practical  idealism,  and  his  insistent  moral 
energy,  which  awakened,  aroused,  and  stimulated  the  imagina- 
tion, the  idealism,  and  the  morality  that  he  knew  to  be  latent 
and  only  a  little  below  the  surface.  He  got  the  best  out  of  the 
people  because  he  asked  for  the  best  and  because  they  could  not 
help  seeing  that  he  himself  practiced  what  he  preached  to  others. 
So  it  was  the  people  had  faith  in  him  and  came  to  ]>clieve  that 
he  would  keep  faith  with  them.  The  young  men  more  especially 
]'allied  around  him  and  were  ready  to  follow  his  flag  into  the 
fight,  feeling  sure  that  he  would  be  in  the  thick  of  it.  The  young 
are  always  more  likely  to  respond  to  an  appeal  to  their  imagina- 
tion than  their  more  disenchanted  elders,  and  they  are  more  will- 
ing to  run  risks  for  the  sake  of  their  ideals. 

Xo  one  of  our  political  leaders  in  the  hundred  and  thirty  years 
of  our  history  as  a  nation  has  ever  been  able  to  enlist  an  army 
of  adherents  as  large  as  Roosevelt's,  as  enthusiastic,  as  personally 
devoted,  and  as  eager  to  be  led  into  the  fray.  He  might  make 
mistakes  and  his  followers  might  not  always  be  willing  to  go 
as  far  or  as  fast  as  he  desired,  but  they  did  not  think  any  the  less 
of  him.      H^^  might  arouse  bitter  and  vindictive  opposition,  but 


New  Mexico  3899 

they  loved  him  all  the  more  for  the  enemies  he  had  made.  He 
might  not  always  be  as  clear  and  exact  in  his  use  of  words  as  he 
generally  was;  most  of  his  battle  cries  needed  no  apology  and 
no  explanation.  They  affixed  themselves  to  the  memory  from 
the  moment  he  uttered  them. 


ROOSEVELT  MEMORIAL  ASSOCIATION 

The  Roosevelt  Memorial  Association  has  been  organized  for  the 
following  purposes :  to  provide  memorials  in  accordance  with  the 
plans  of  the  National  Committee  which  will  include  the  erection 
of  a  suitable  and  adequate  monumental  memorial  in  Washington; 
acquiring,  development  and  maintenance  of  a  park  in  the  town  of 
Oyster  Bay  which  may  ultimately,  perhaps,  include  Sagamore 
Hill,  to  be  preserved  like  Mount  Vernon  and  Mr.  Lincoln's  home 
at  Springfield. 

A  campaign  to  raise  a  minimum  of  $10,000,000  from  millions 
of  subscribers  will  be  conducted  during  the  week  of  October  20th 
to  27th.  It  is  desired  to  make  this  a  distinctly  popular  movement. 
A  non-partisan  committee  of  Colonel  Theodore  Roosevelt's  friends 
met  in  New  York  City  on  March  24,  1919,  and  organized  the 
Roosevelt  Memorial  Association. 

It  is  hoped  that  every  friend  and  admirer  and  every  American 
who  desires  to  help  make  the  United  States  a  better  place  for 
people  to  live  in  will  enlist  in  this  non-partisan  movement.  A 
memorial  to  Theodore  Roosevelt  it  is  felt  will  be  an  inspiration  to 
future  generations  of  Americans  by  reason  of  the  high  ideals  of 
citizenship  it  will  perpetuate. 

The  great  bulk  of  the  money  it  is  expected  will  be  in  small 
contributions  for  already  thousands  of  citizens  have  expressed  a 
desire  to  contribute  to  a  aSTational  Memorial  to  the  soldier- 
statesman. 

Theodore  Roosevelt  was  the  hero  of  millions  of  American  boys 
and  girls  and  will  always  be  enshrined  in  the  heaxts  of  American 
youth.  They  will  be  found  eager  to  do  their  full  share  in  erecting 
a  memorial  to  him  if  the  pui'poses  of  the  Roosevelt  Memorial 
Association  are  presented  to  them  fully. 


3900  Citizenship  Training  in  Othek  States 

HE   IS  NOT   DEAD 

You  saj  that  Roosevelt  is  no  more? 
His  work  complete,  his  battle  o'er? 

Believe  it  if  you  will, 

I  say  hie's  living  still. 
There's  no  man  here  to  take  his  place ; 
There  ne'er  was  one  could  go  his  pace. 

Kind  fate  decreed  that  he  should  cease 
From  sti'enuous  toil  and  rest  in  peace 

A  little  while  at  least, 

But  he  is  not  deceased. 
He  sleeps  with  others  of  his  kind, 
A  dauntless  spirit,  master  mind. 

Can  great  men  die,  and  cease  to  be  ? 
Nay,  nay,  not  such  a  one  as  he. 

His  work  has  just  begun ; 

It  never  will  be  done. 
And  while  the  body  of  our  friend 
In  silence  sleeps,  'tis  not  the  end. 

His  glory  life-work,  nobly  planned, 
His  manly  precepts,  great  and  grand 
Will  true  men's  hearts  inspire 
And  lead  them  on  and  higher. 
Until  they  shall  attain  a  height 
Where  all  is  Truth  and  all  is  Light. 

His  sacrifice  at  Freedom's  call 

Was  prompted  by  his  love  for  ALL, 

He  gave  it  with  a  will. 

And  bade  his  heart  be  still, 
But,  oh,  the  anguish!  who  can  know 
Save  parent-hearts  who  see  them  go? 

Great  one,  our  love  is  still  your  own, 
The  claim  of  Death  we  vet  disown : 

Your  life's  a  living  fact 

Illumined  by  each  act 
Of  noble  service,  freely  done; 
Your  course  has,  truly,  just  begun. 

—  Jacob  H.  Tucker. 


New  Mexico  3901 

"  Sagamore  Hill,  November  12,  1911. 
"  My  dear  Col.  Twitchill  : —  Half  the  officers  and  men 
of  mj  regiment  came  from  ISTew  Mexico ;  and  no  colonel  ever 
commanded  a  finer  fighting  regiment.  Moreover  they  vs^ere 
just  as  good  on  the  march  and  in  camp  as  in  battle,  these  men 
of  the  plains  and  mountains,  bold  riders  and  skilled  riflemen, 
who  faced  danger  unflinchingly  and  endured  hardship  un- 
complainingly. I  regard  the  fact  that  I  was  one  of  them 
as  well  nigh  the  most  precious  heritage  I  can  leave  my 
children. 

"  Sincerely  yours, 

"  Theodore  Roosevelt, 
"  One-time  Colonel  1st  U.  S.  V.  Cavalry.** 

Col.  Ralph  E.  Twitchill,  to  whom  this  letter  was  written  in  1911, 
is  state  chairman  of  the  Roosevelt  Memorial  Association  for  New 
Mexico. 

"  Friends  : —  Our  task  as  Americans  is  to  strive  for  social 
and  industrial  justice,  achieved  through  the  genuine  rule  of 
the  people.  ...  In  our  hearts  we  must  have  this  lofty 
purpose,  and  we  must  strive  for  it  in  all  earnestness  and 
sincerity,  or  our  work  will  come  to  nothing.  In  order  to  suc- 
ceed we  need  leaders  of  inspired  idealism,  leaders  to  make 
their  dreams  come  true;  who  can  kindle  the  people  with  the 
fire  from  their  own  burning  souls.  The  leader  for  the  time 
being  is  but  an  instrument  —  in  the  long  fight  for  righteous- 
ness the  watchword  for  all  of  us  is  '  spend  and  be  spent.'  It 
is  of  little  matter  whether  anv  one  man  fails  or  succeeds,  but 
the  cause  shall  not  fail,  for  it  is  the  cause  of  mankind.  We, 
here  in  America,  hold  in  our  hands  the  hope  of  the  world,  the 
fate  of  the  coming  years  ;  and  shame  and  disgrace  will  be  ours 
if  in  our  eyes  the  light  of  high  resolve  is  dimmed,  if  we  trail 
in  the  dust  the  golden  hopes  of  men. 

"  Theodore  Roosevelt." 


CHAPTER  XXX 
North  Carolina 

W.  H.  PiTTiMAN,  Chief  Clerk,  Office  of  the  State  Superintendent 
of  Public  Instruction.  Letter  October  25,  1919.  Bulletin, 
"  The  Public  School  Law  of  I^orth  Carolina,"  1917.  Also, 
"  New  School  Legislation  enacted  by  the  General  Assembly 
of  1919." 

1.     State  Legfislation  —  Facilities  for  Minors 

The  Public  School  Law  of  North  Carolina.,  1917.  Article  X, 
Section  4148. 

There  shall  also  be  reported,  by  race  and  sex,  the  number  and 
names  of  all  persons  between  the  ages  of  twelve  and  twenty-one 
who  cannot  read  and  write  and  the  number  and  names,  by  race 
and  sex,  of  all  persons  over  twenty-one  years  of  age  who  cannot 
read  and  write,  and  the  number  of  deaf  and  dumb  and  blind 
between  the  ages  of  six  and  twenty-one  years,  designating  the 
race  and  sex  and  the  address  of  the  parents  or  guardian  of  such 
children. 

2.     State   Legislation  —  Facilities   for  Minors  and  Minors   of 

Employment  Age 

"New  School  Legislation/'    Pages  13-15. 

AN  ACT  to  Provide  for  the  Compulsory  Attendance  Upon  the 
Public  Schools  of  Children  between  Certain  Ages  and  to 
Regulate  and  Restrict  the  Employment  of  Children  and  to 
Provide  for  the  Enforcement  of  the  Provisions  of  This  Act 
and  of  Chapter  83,  Public  Laws  of  1913,  and  Chapter  857, 
Public  Laws  of  1909. 

The  General  Assembly  of  North  Carolina  do  enact: 

Section  1.  Every  parent,  guardian  or  other  person  in  the  State 
of  North  Carolina  having  charge  or  control  of  a  child  between 
the  ages  of  eight  and  fourteen  years  shall  cause  such  child  to 
attend  school  continuously  for  a  period  equal  to  the  time  which 
the  public  school  in  the  district  in  which  the  child  resides  shall 
be  in  session.  The  principal,  superintendent,  or  teacher  who  is 
in  charge  of  such  school  shall  have  the  right  to  excuse  the  child 
from  temporary  attendance  on  account  of  sickness  or  distance 
of  residence  from  the  school,  oi'  other  unavoidable  cause  which 

[3902] 


N"oETH  Carolina  3'903 

does  not  constitute  truancy   as  defined  by  the   State  Board  of 
Education. 

§  2.  Any  parent,  guardian,  or  other  person  referred  to  in 
section  1  of  this  act,  violating  the  provisions  of  the  aforesaid 
section,  shall  be  guilty  of  a  misdemeanor,  and  upon  conviction 
shall  be  liable  to  a  fine  of  not  less  than  fi.ve  dollars  ($5)  nor 
more  than  twenty-five  dollars  ($25)  and  upon  failure  or  refusal 
to  pay  such  fine  the  said  parent,  guardian,  or  other  person  shall 
be  imprisoned  not  exceeding  thirty  days  in  the  county  jail. 

§  2a.  It  shall  be  the  duty  of  the  State  Board  of  Education 
to  formulate  such  rules  and  regulations  as  may  be  necessary 
for  the  proper  enforcement  of  the  provisions  of  this  act.  Said 
board  shall  prescribe  what  shall  constitute  truancy,  what  causes 
may  constitute  legitimate  excuses  for  temporary  non-attendance 
due  to  physical  or  mental  inability  to  attend  and  under  what 
circumstances  teachers,  principals,  or  superintendents  may  excuse 
pupils  for  non-attendance  due  to  immediate  demands  of  the  farm 
or  the  home  in  certain  seasons  of  the  year  in  the  several  sections 
of  the  state.  It  shall  be  the  duty  of  all  school  officials  to  carry 
out  such  instructions  from  the  State  Board  of  Education,  and 
any  school  oflScial  failing  to  carry  out  such  instructions  shall  be 
guilty  of  a  misdemeanor:  Provided,  that  section  1  of  this  act 
shall  not  be  in  force  in  any  city  or  county  that  has  a  higher  com- 
pulsory attendance  law  now  in  force  than  that  provided  herein; 
but  in  any  such  case  it  shall  be  the  duty  of  the  State  Board  of 
Education  to  investigate  the  same  and  decide  that  any  such  law 
now  in  force  has  a  higher  compulsory  attendance  feature  than 
that  provided  by  the  act:  Provided,  that  wherever  any  district 
is  without  adequate  building  or  buildings,  for  the  proper  enforce- 
ment of  this  act  the  county  boards  of  education  may  be  allowed 
not  more  than  two  years  from  July  1,  1919,  to  make  full  and 
ample  provisions  in  every  district, 

§  3,  The  county  superintendent  of  public  welfare  or  chief 
school  attendance  officer  or  truant  officer  provided  for  by  law  shall 
investigate  and  prosecute  all  violations  of  the  provisions  of  sec- 
tion 1  of  this  act. 

§  4,  The  State  Superintendent  of  Public  Instruction  shall 
prepare  such  rules  of  procedure  and  furnish  such  blanks  for 
teachers  and  other  school  officials  as  may  be  necessary  for  report- 
ing each  case  of  truancy  or  lack  of  attendance  to  the  chief 
attendance  officer  referred  to  in  section  3  hereof.     Such  rules  shall 


3904  Citizenship  Training  in  Other  States 

provide,  among  other  things,  for  a  notification  in  writing  to  the 
person  responsible  for  the  non-attendance  of  any  child,  that  the 
case  is  to  be  reported  to  the  chief  attendance  officer  of  the  county 
unless  the  law  is  immediately  complied  with.  County  boards  of 
education  and  governing  bodies  of  city  schools  shall  have  the 
right  to  appoint  town  or  district  attendance  officers  when  deemed 
by  them  necessary,  to  assist  in  carrying  out  the  provisions  of 
sections  1,  2,  3,  and  4  of  this  act,  and  the  rules  and  instructions 
which  may  be  promulgated  by  the  State  Superintendent  of  Public 
Instruction.  But  in  every  case  in  which  it  becomes  necessary  to 
prosecute  for  non-attendance  the  case  shall  be  referred  to  the 
chief  attendance  officer  of  the  countv  for  further  action :  Pro- 
vided,  that  in  towns  or  cities  having  special  attendance  officers 
paid  out  of  town  or  city  funds  said  officers  shall  have  fuU 
authority  to  prosecute  for  violations  of  this  act. 

§  5.  No  child  under  the  age  of  fourteen  years  shall  be 
employed,  or  permitted  to  work,  in  or  about  or  in  connection  with 
any  mill,  factory,  cannery,  workshop,  manufacturing  establish- 
ment, laundry,  bakery,  mercantile  establishment,  office,  hotel, 
restaurant,  barber  shop,  bootblack  stand,  public  stable,  garage, 
place  of  amusement,  brick  yard,  lumber  yard,  or  any  messenger 
or  delivery  service,  except  in  cases  and  under  regulations  pre- 
scribed by  the  commission  hereinafter  created:  Provided,  the 
employment  in  this  section  enumerated  shall  not  be  construed  to 
include  hona  fide  boys'  and  girls'  canning  clubs  recognized  by  the 
Agricultural  Department  of  this  state;  and  such  canning  clubs 
are  hereby  expressly  exempted  from  the  provisions  of  this  act. 

§  5a.  It  shall  be  the  duty  of  the  county  boards  of  educa- 
tion of  each  county  in  the  State  of  North  Carolina  to  cause  this 
act  to  be  published  in  full  in  some  newspaper  published  in  the 
county,  if  there  be  one,  and  if  there  be  none,  then  in  circular  form 
and  distributed  over  the  county  at  least  four  weeks  prior  to  the 
opening  of  the  schools  after  the  1st  day  of  July,  1919. 

§  6.  No  person  imder  sixteen  years  of  age  shall  be  employed, 
or  permitted  to  work  at  night  in  any  of  the  plac-es  or  occupations 
referred  to  in  section  5  of  this  act,  between  the  hours  of  9  p.  m. 
and  6  a.  m.,  and  no  person  under  sixteen  years  of  age  shall  be 
employed  or  permitted  to  work  in  or  about  or  in  connection  with 
any  quarry  or  mine. 

§  7.  That  the  State  Superintendent  of  Public  Instruction, 
the  Secretary  of  the  State  Board  of  Health,  and  the  Commis- 
sioner of  Public  Welfare  of  the   State  of  North   Carolina   are 


KoRTii   Carolina  3905 

hereby  constituted  the  State  Child  Welfare  Commission,  and  they 
shall  serve  without  additional  compensation.  It  shall  be  the 
duty  of  this  commission  to  make  and  formulate  such  rules  and 
regulations  for  enforcing  and  carrying  out  the  provisions  of  this 
act,  and  of  chapter  83  of  the  Public  Laws  of  1913,  and  chap- 
ter 857  of  the  Public  Laws  of  1909,  as  in  its  judgment  it  shall 
deem  necessarv, 

§  8.  That  for  the  purpose  of  securing  the  proper  enforce- 
ment of  the  provisions  of  sections  5,  6,  and  7  of  this  act,  and  of 
chapter  83  of  the  Public  Laws  of  1913,  chapter  857  of  the  Public 
Laws  of  1909,  the  said  commission,  or  its  duly  authorized  agents, 
shall  have  authority  to  enter  and  inspect,  at  any  time,  mines, 
quarries,  mills,  factories,  canneries,  workshops,  manufacturing 
establishments,  laundries,  bakeries,  mercantile  establishments, 
offices,  hotels,  restaurants,  barber  shops,  bootblack  stands,  public 
stables,  garages,  places  of  amusement,  brick  yards,  lumber  yards, 
and  other  places  of  employment,  and  it  shall  be  unlawful  for  any 
person,  firm,  or  corporation  to  refuse  permission  to  enter,  obstruct, 
or  prevent  any  duly  authorized  agent  of  said  commission  in  his 
effort  to  make  the  inspection  herein  provided  for. 

§  9.  The  said  commission  shall  have  authority  to  appoint 
and  employ  such  agents  for  the  purpose  of  enforcing  the  provi- 
sions of  sections  5,  6,  7  and  8  of  this  act  as  may  be  found  to  be 
necessary,  and  they  may  use  the  county  superintendent  of  public 
welfare  or  chief  school  attendance  officer  or  truant  officer  of  the 
several  counties  for  the  purpose  of  carrying  out  the  provisions  of 
sections  5,  6,  7  and  8  of  this  act,  and  they  may  use  the  agents; 
specially  designated  for  carrying  out  the  provisions  of  sections  5, 
6,  7,  and  8  of  this  act  to  aid  in  carrying  out  the  provisions  of  sec- 
tions 1,  2,  3,  and  4  of  this  act  in  regard  to  school  attendance. 

§  10.  That  if  the  employer  of  any  person  under  sixteen  years 
of  age  shall,  at  the  time  of  such  emplo^Tnent,  in  good  faith 
procure,  rely  upon,  and  keep  on  file  a  certificate  issued  in  such 
form  and  under  such  conditions  and  by  such  persons  as  the  said 
commission  herein  provided  for  shall  prescribe,  showing  that  the 
person  is  of  legal  age  for  such  employment,  such  certificate  shall 
be  'prima  facie  evidence  of  the  age  of  the  person  and  the  good 
faith  of  the  employer.  No  person  shall  knowingly  make  a  false 
statement  or  present  false  evidence  in  or  in  relation  to  any  such 
certificate  or  application  therefor,  or  cause  any  false  statement  to 
be  made  which  may  result  in  the  issuance  of  an  improper  certifi- 
cate of  employment. 
122 


3906  CiTizEisrsHip  Training  in  Other  States 

3.     State  Legislation  —  Facilities  for  Adults 
The  Public  School  Laios  of  North  Carolina,  1917.     Page  19. 

AN  ACT  for  the  Eeduction  and  Elimination  of  Illiteracy  in 

I^orth  Carolina 
(Chapter  224,  Public  Laws  1917.) 
The  Geiieral  Assembly  of  North  Carolina  do  enact: 

Section  1.  That  the  state  board  of  education  is  authorized  and 
directed  to  appropriate  annually  for  two  years  the  sum  of  twenty- 
five  thousand  dollars  for  conducting  schools  to  teach  adult  illiter- 
ates, the  said  appropriation  to  be  made  out  of  funds  delivered  to 
said  state  board  of  education  under  the  terms  of  an  act  of  the 
general  assembly  entitled  "An  act  to  issue  bonds  of  the  state  of 
Xorth  Carolina  for  the  permanent  enlargement  and  improvement 
of  the  state's  educational  and  charitable  institutions." 

§  2.  That  the  state  board  of  education  shall  duplicate  out  of 
said  approi3riation  the  sum  of  money  raised  and  provided  by  any 
county,  any  school  district,  or  community  for  the  conduct  of  any 
school  in  said  county,  school  district,  or  community  for  teaching 
illiterates  over  fourteen  years  of  age  for  a  term  of  not  less  than 
one  month  with  an  enrollment  of  not  less  than  ten. 

§  3.  That  the  state  board  of  education  is  authorized  to  use 
annually  not  to  exceed  five  thousand  dollars  of  said  appropriation 
for  the  organization  and  direction  of  said  work  of  teaching  illiter- 
ates under  the  direction  of  the  state  superintendent  of  public 
instruction.  All  printing  necessary  for  carrying  out  the  purposes 
of  this  act  shall  be  done  by  the  state  printer  as  public  printing  to 
an  amount  not  to  exceed  five  hundred  dollars  annually. 

§  4.    This  act  shall  be  in  force  from  and  after  its  ratification. 

Ratified  this  6th  day  of  Marc4i,  A.  D.  1917. 

New  School  Legislation.     Page  28 

AN  ACT  to  Make  all  Schools  Organized  to  Teach  Adult  Illiterates 
a  Part  of  the  State  Public  School  System. 

The  General  Assembly  of  North  Carolina  do  enact: 

Section  1.  The  State  Board  of  Education  is  authorized  to  pro- 
vide rules  and  regulations  for  conducting  schools  to  teach  adult 
illiterates  and  said  schools  when  provided  for  shall  become  a  part 
of  the  public  school  system  of  the  State  and  shall  be  supported  as 
other  schools  of  the  State  are  supported  as  provided  in  ''An  Act  to 


North    Carolina  3907 

provide  a  six  months  school  term  in  cver}^  public  school  district 
of  the  State  in  compliance  with  section  3  of  article  9  of  the  Con- 
stitution of  North  Carolina." 

Section  2.  The  County  Board  of  Education  shall  upon  direc- 
tion from  the  State  Superintendent  of  Public  Instruction  provide 
annually  in  the  county  school  budget,  unless  otherwise  pro- 
vided, a  sum  necessary  to  teach  the  adult  illiterates  in  accordance 
with  said  rules  and  regulations,  and  n  like  sum  shall  be  appro- 
priated from  the  "  State  Public  School  Fund." 

Section  3.  That  the  State  Board  of  Education  is  authorized  to 
use  annually  a  sum  not  to  exceed  $5,000  of  the  *'  State  Public 
School  Fund  "  for  the  organization  and  direction  of  said  work 
of  teaching  illiterates  under  the  direction  of  the  State  Superin- 
tendent of  Public  Instruction. 

Section  4.  That  all  other  lawis  and  clauses  of  law  in  conflict 
with  this  act  are  hereby  repealed. 

Section  5.  That  this  act  shall  be  in  full  force  and  effect  from 
and  after  its  ratification. 

Katified  this  the  7th  day  of  March,  A.D.  1919. 


GEXERAL  RULES  OF  THE  STATE  BOARD  OF  EDUCATION  RELATIVE 
TO  EXPENDITURE  OF  ^klONEY  APPROPRIATED  BY  THE  GEN- 
ERAL   ASSEMBLY    OF   NORTH    CAROLINA.    iniT.    FOR 
ESTABLISHING     SCHOOLS     FOR     ADULT 
ILLITERATES 

I.  An  adult  illiterate  is  one  who  is  more  than  fourteen  (14) 
years  old  who  cannot  read  or  write,  (The  compulsory  law  requires 
attendance  of  all  under  fourteen  (14)  years  upon  the  regular 
public  school.) 

II.  Schools  -wath  enrollments  of  ten  or  more  illiterates. 

(a)  A  maximum  of  $20  may  be  appropriated  from  state  funds 
for  this  purpose  for  teaching  ten  (10)  illiterates  for  a  period 
of  twelve  (12)  sessions.  Each  session  shall  devote  at  least  one 
and  one-half  hours  to  actual  work  of  teaching  illiterates. 

(b)  If  monthly  report  at  the  close  of  twelve  (12)  sessions 
shows  an  average  attendance  of  more  than  ten  (10)  who  were 
enrolled  as  illiterate,  $4  additional  for  each  additional  pupil  in 
average  attendance  not  exceeding  twenty  (20)  may  be  appro- 
priated. 


3908  CiTizE]ysHip  Training  in  Other  States 

III.   Schools  with  enrollment  of  less  than  ten  illiterates. 

(a)  If  any  school  does  not  make  an  enrollment  of  ten  (10) 
illiterates,  the  teacher  may  teach  the  required  twelve  (12)  sessions 
and  report  to  the  connty  superintendent  of  schools,  who  may  com- 
bine this  short  enrollment  with  another  or  others  from  his  county, 
thus  making  the  required  ten  (10). 

(b)  A  maximum  of  $20  may  be  appropriated  from  state  funds 
for  this  i^urpose  for  teaching  this  combined  enrollment  of  ten  (10) 
illiterates,  each  teacher  receiving  a  pro  rata  part  based  upon 
reported  enrollments.  No  bonus  may  be  appropriated  for  average 
attendance  of  more  than  ten  (10)  illiterates  in  a  report  made  up 
of  combined  enrollments. 

(c)  Individual  illiterates  may  be  given  twelve  (12)  lessons  in 
their  homes,  and  reports  may  be  made  by  the  teacher  and  pay- 
ment made  to  the  teacher  in  the  same  way  as  provided  for  com- 
bined enrollments. 

I^^  Two  copies  each  of  all  reports  relative  to  schools  for  illiter- 
ates shall  be  made  by  teacher  of  school.  On  copy  of  each  shall  be 
filed  in  the  office  of  the  county  superintendent  and  one  copy  of 
each  in  the  office  of  Miss  Kelly,  in  the  State  Department  of  Public 
Instruction,  Ealeigh,  X.  C. 

V.  Xo  voucher  to  pav  anv  teacher  mav  be  issued  from  this  fund 
until  teacher's  monthly  reports  of  school  for  illiterates,  together 
with  summary  of  each  pupil's  work  for  month,  are  made  out  on 
blanks  furnished  for  this  purpose  and  approved  by  the  county 
superintendent  of  schools  and  filed,  one  copy  of  each,  in  the  office 
of  the  county  superintendent  and  one  copy  of  each  in  the  office 
of  Miss  Kelly,  in  the  State  Department  of  Public  Instruction, 
Raleigh,  N.  C. 

VI.  The  county  superintendent  shall  fill  out  certificate  blanks 
furnished  him  stating  length  of  school  terra,  number  of  illiterates 
enrolled,  and  source  of  money  duplicating  amount  of  money  asked 
for  from  the  state  fund  for  teaching  illiterates.  He  shall  mail 
these  certificates,  together  with  the  reports,  as  required  by  the 
vState  Board  of  Education  in  Rule  IV,  to  Miss  Kelly's  office,  in 
the  State  Department  of  Public  Instruction,  Raleigh,  N.  C.  Upon 
receipt  of  these  reports  and  certificates  vouchers  will  be  made  out 
and  mailed  to  the  superintendent  for  distribution  to  the  teacher. 

VII.  These  schools  for  adults  need  not  be  in  session  on  con- 
secutive days  or  nights.  The  sum  of  twelve  (12)  days  or  nights 
constitutes  one  month,   and  under  the  law  no  apportionment  of 


North  Carolina  3909 

funds  can  be  made  for  a  school  maintained  less  than  one  month. 
A  teacher  mav  continue  the  school  after  the  first  twelve  (12) 
sessions  and  may  receive  the  same  pay  upon  the  same  conditions 
for  each  succeeding  twelve  (12)  sessions  as  for  the  first  twelve 
(12)  sessions. 

VIII,  The  amount  of  money  appropriated  from  the  state  fund 
for  teaching  illiterates  must,  under  the  law,  in  each  instance  be 
duplicated  by  county,  local,  or  individual  funds. 


4.     Kow  to  Organize  and  Conduct  Community  Schools  for  Adults 

By  Elizabeth  Kelly,  Director  of  Com,munity  Schools  for  Adults 

The  plan  of  community  schools  for  adults  as  outlined  by  Miss 
Elizabeth  Kelly,  State  Director  of  Community  Schools  for  Adults, 
is  so  reasonable  and  at  the  same  time  far-reaching  in  its  effects,! 
if  carried  out,  that  it  should  command  the  sympathetic  co-operation 
of  all  good  people  in  the  state.  There  is  so  much  to  be  done  along 
this  line  that  it  is  absolutely  necessary  to  have  the  co-operation  of 
every  patriotic  citizen  of  the  state,  and  I  sincerely  hope  that  all 
classes  of  citizens  will  lend  their  assistance  in  order  that  we  may 
as  soon  as  possible  eliminate  illiteracy  entirely  and  provide  for  a 
more  intelligent  citizenship, 

E,  C,  Brooks^ 
State  Superintendent  of  Public  Schools. 


HOW      TO      ORGANIZE      AND      CONDUCT      COMMUNITY      SCHOOLS 

FOR     ADULTS 

I,    Purposes  of  the  Community  School 

(a)  To  provide  primary  instruction  for  those  more  than  four- 
teen years  old  in  the  community  who,  for  various  reasons,  have 
never  learned  to  read  intelligently  or  to  write  a  readable  letter  or 
to  use  figures  in  solving  simple,  every-day  problems. 

(This  class  according  to  our  definition  is  "  illiterate,"  and  state  funds  for 
teaching  adult  illiterates  may  be  used  for  teaching  these  according  to  pre- 
scribed rules.) 

(b)  To  provide  further  instruction  to  any  others  more  than 
fourteen  vears  old  in  the  conmninitv  who  for  various  reasons  have 


3910  Citizenship  Training  in  Otjier  States 

not  completed  subjects  usually  taught  in  primary  and  intermediate 

grades. 

(This  class  is  not  considered'  "illiterate,"  and  state  funds  for  teaching 
adult  illiterates  may  not  be  used  for  these,  but  it  is  considered  well  worth 
while  to  reach  them  both  from  the  standpoint  of  helping  them  and  because 
illiterates  may  be  reached  more  easily  by  a  school  that  provides  for  other 
adults  in  the  commuity.) 

(c)  To  provide  programs  by  means  of  which  may  be  taught 
needful  community  subjects,  such  as  community  civics,  health, 
thrift,  homemalving,  gardening,  etc. 

II.  Plant  for  County  and  Community  Workers 

(a)  To  employ  a  whole-time  worker  for  the  county.  This 
worker  to  be  paid  one-half  by  the  state  and  one-half  by  the  county. 
The  business  of  this  worker  would  be  to  organize  and  direct  com- 
munity schools  for  adults  in  co-operation  with  the  county  depart- 
ment of  education.  This  worker  would  do  actual  teaching  in  as 
many  centers  as  possible  and  in  addition  would  supervise  the  work 
in  other  community  schools. 

(b)  To  secure  the  services  of  a  few  wideawake  teachers  in  each 
county  who  are  teaching  in  regular  day  schools.  These  teachers  may 
organize  community  schools  for  adults  and  conduct  them  in  con- 
nection with  their  dav  schools,  e-ivino;  two  nights  each  week  to  the 

I  7    0  0  O 

community  school.    The  teacher  will  be  paid  liberally  for  this  work 
according  to  enrollment  and  average  attendance. 

(c)  To  co-operate  with  welfare  workers  and  other  employees  in 
mill  villages  in  the  promotion  of  community  schools  and  other 
organizations  in  which  primary  and  intermediate  grade  work 
may  be  taught  to  adults,  and  also  other  subjects  peculiar  to  the 
needs  of  the  particular  community. 

III.  Ways  of  Organizing  the  Community  School 

(a)  Make  a  survey  of  the  community  with  reference  to  the 
following: 

1.  ISTumber  of  families  and  members  over  fourteen  years  in  each 
family  and  in  about  which  grade  in  the  regular  school  each  mem- 
ber would  be  classed. 

2.  Living  conditions. 

3.  Industrial  conditions. 

4.  Likes,  dislikes,  and  wants  of  the  people. 


North   Cakolina  3911 

(b)  Plan  two  nights  each  week  for  regular  class  work,  and  one 
night  each  week  or  each  two  weeks  for  a  program  that  will  enter- 
tain and  at  the  same  time  stress  some  commnnitv  need,  snch  as 
"  health,"  "  thrift,"  etc. 

(This  special  program  would  be  for  all  people  of  the  community  and  should 
be  continued  throughout  the  whole  year,  ^^■itll  proper  leadership,  this  meet- 
ing Avould  be  used  as  a  clearing-house  for  live  subjects  that  need  to  he 
studied  in  each  community.  This  will  also  tend  to  develop  much  needed 
community  leadership  and  offers  means  of  putting  community  thought  and 
sentiment  upon  a  sane  basis,  rather  than  of  distorted  hearsay  methods  which 
often  obtain  among  the  uninformed.) 

(c)  In  connection  with  community  schools,  or  where  there  are 
no  community  schools,  scattered  adult  illiterates  may  be  taught 
in  their  homes  or  other  convenient  jjlaces.  This  takes  care  of 
the  ones  who  cannot  or  will  not  attend  school.  Two  dollars  from 
the  state  and  two  dollars  from  county  or  local  funds  will  be  paid 
to  the  teacher  for  each  adult  illiterate  who  is  given  as  much  as 
one  month's  work. 

IV.     Reports,  Texts,  Vouchers,  Etc. 

(a)  All  necessary  report  blanks  are  furnished  free  of  charge 
by  the  State  Department  of  Education  and  may  be  secured  at 
the  county  superintendent's  office,  or  by  making  direct  applica- 
tion to  the  State  Department  of  Education. 

(b)  The  work  of  teaching  adult  illiterates  is  a  part  of  the 
public  school  system  of  ISTorth  Carolina,  and  all  requisitions  for 
aid  from  the  state  fund  for  teaching  illiterates  must  be  approved 
and  signed  by  the  county  superintendent  of  schools.  Upon  the 
receipt  of  satisfactory  reports  of  at  least  one  month's  work, 
together  with  requisition  for  aid  from  the  county  superintendent, 
a  warrant  for  the  state's  part  of  the  teacher's  salary  will  be  made 
and  mailed  to  the  teacher  through  the  county  superintendent's 
office. 

(c)  Free  pamj)hlets  for  beginners  in  reading,  writing  and 
arithmetic  will  be  furnished  by  the  State  Department  of  Educa- 
tion upon  application  of  any  teacher  stating  the  probable  number 
needed.  Other  suggested  texts  for  teaching  reading  are:  "A 
Country  Life  Reader,"  readers  used  as  texts  in  day  schools,  news- 
papers, Bible  stories,  fables  and  any  other  interesting  reading 
matter.  Arithmetic  taught  should  be  a  working  knowledge  o£ 
numbers  as  applied  to  simple  everyday  problems.  Other  subjects 
taught  and  text  used  should  be  selected  according  to  needs  of 
pupils. 


3912  Citizenship  Training  in  Other  States 

Y.  Why  a  Community  School 
Our  main  purpose  in  the  work  of  reducing  illiteracy  in  Xoxth 
Carolina  is  to  help  illiterates  realize  their  worth  as  citizens,  each 
in  his  own  community,  state  and  nation,  and  as  such  to  provide 
means  by  which  they  may  attain  to  the  best  possible  citizenship. 
Illiteracy  does  not  mean  ignorance  in  North  Carolina.  The  fact 
that  probably  one-third  of  our  adult  white  population  in  North 
Carolina  might  be  termed  illiterate  means  that  this  one-third 
as  a  whole  did  not  have  a  chance  to  be  other  than  illiterate. 
These  illiterates  are  not  a  class  set  apart,  as  seems  to  be  the  pre- 
vailing idea,  but  they  are  a  great  part  of  the  warp  and  woof  of 
our  industrial  and  social  life.  For  these  citizens  of  North 
Carolina  let  us  in  some  measure  provide  opportunities  which  have 
been  denied  them  and  by  which  they  may  come  into  their  own  as 
intelligent  members  of  a  responsible  citizenship. 

6.     letter  from  W,  H.  Pittman,   Chief   Clerk,   Office  of  the  State 
Superintendent  of  Public  Instruction,  October  25,  1919: 

"  These  adult  schools  are  established  primarily  for  adult 
illiterates.  They  are  open,  however,  to  foreigners,  but  since 
we  have  comparatively  negligible  foreign  population  in  North 
Carolina,  we  have  a  very  small  Americanization  problem, 
and  very  few  foreigners  are  enrolled  in  our  schools  for  adult 
illiterates." 

6.     Citizenship  Training  Through  Women's  Clubs 

Letter  from  Nellie  Roberson,  Secretary,  University  of  North 
Carolina,  Chapel  Hill,  March  22,  1920: 

"We  have  received  your  letter  of  March  18th  requesting 
a  copy  of  our  program  on  Americanization  which  was  pre- 
pared by  the  Bureau  of  Extension  for  Women's  Clubs.  We 
have  fifty  clubs  in  North  Carolina  studying  this  course  and 
as  many  more  in  other  states.  The  foreign  population  in 
this  state  is  very  small  and  the  question  has  not  touched  us 
very  much,  but  we  tried  to  do  our  part  toward  educating 
on  this  subject  and  the  program  I  am  sending  you  is  the 
result  of  this  effort. 

"...  Our  work  is  confined  entirely  to  women's  clubs, 
but  much  interest  has  been  taken  in  the  subject." 


NoRTJi  Carolina  3913 

AMERICANIZATION 
Studies  of  the  PEorLEs  and  the  Movements  that  are  Build- 
ing Up  the  American  N'ation 


PART  I 

WHAT  IS  AMERICANIZATION? 

Hon.  Franklin  K.  Lane,  Secretary  of  the  Interior,  says: 
^'Americanization  is  the  interpretation  of  the  attitude,  ideals, 
standards  and  life  of  the  American  people  to  those  who  came 
here  from  abroad,  it  is  also  a  movement  for  the  fuller  realization 
for  all  the  opportunities  of  one  who  lives  in  America." 

Professor  Charles  Zueblin  says:  "I  understand  by  American- 
ization the  persuading  of  people  to  work  at  the  job  of  being 
Americans.  I  think  that  must  apply  to  natives  as  well  as  immi- 
grants. A  large  part  of  our  trouble  with  the  immigrant  comes 
from  his  observation  of  the  inadequacy  of  the  citizenship  of 
natives  and  our  indifference  to  his  education  in  Americanization." 

According  to  AVinthrop  Talbot,  ''Americanization  is  an  attitude 
of  mind  upholding  certain  principles.  We  are  Americanized  when 
our  attitude  of  mind  is  in  accord  with  these  fundamental  American 
principles  of  government  and  conduct,  w^hen  our  judgment  accepts 
them  as  sound  and  our  industrial,  civic  and  home  practice  and 
mode  of  living  conform  with  American  standards.  '  We '  and 
*  our '  embrace  native-born  and  alien,  for  our  foreign-born, 
although  speaking  no  English  and  dwelling  again  in  their  home 
land,  may  yet  be  more  truly  Americanized  than  such  straight 
descendants  of  Pilgrim  and  Puritan  stock  as  mav  have  habits  of 
thought  and  conduct  which  are  undemocratic,  intolerant  and 
unfraternal." 

"  Within  our  territory  and  constituting  a  nation  are  90,000,000 
people,  representing  all  races,  nationalities,  languages,  tempera- 
ments, and  religions ;  the  African,  the  Asiatic,  the  Caucasian,  the 
Irishman,  the  Scandinavian,  the  German,  the  Hungarian,  the 
Pole,  the  Italian,  the  Protestant,  the  Roman  Catholic,  the  Jew, 
the  Agnostic;  some  of  the  richest  men  in  tlie  world  and  some  of 
the  poorest,  some  of  the  most  cultured  and  some  of  the  most 
ignorant  and  superstitious,  with  no  common  faults,  no  common 
traditions,  only  a  common  humanity,  and  under  no  other  control 
than  that  they  exert  over  themselves  and  over  each   other.     If 


3914  Citizenship  Traixixg  in  Other  States 

sucli  a  heterogeneous  people  are  to  form  a  perfect  nnion,  it  is  indis- 
pensible  that  they  must  understand  each  other's  temperaments, 
have  in  each  other's  welfare  an  interest  and  entertain  for  each  other 
a  respect. 

There  are  many  definitions  of  the  general  process  which  we  are 
calling  Americanization,  vet  no  one  seems  quite  able  to  define  it 
or  to  set  limits  to  it.  It  evades  all  definitions  and  attracts  us  by 
its  very  illusiveness.  Through  it  we  find  a  means  of  expressing  the 
impulse  that  is  strong  within  us  to  make  ours  a  better  and  more 
united  country  because  of  all  we  have  gained  and  of  all  we  have 
lost.  We  have  gained  confidence  in  the  Republic  as  a  fighting 
nation  and  as  a  peace-prompting  nation;  we  have  lost  provincial- 
ism and  a  boastful  sense  of  national  superiority.  It  took  the  call 
to  arms  to  reveal  some  of  the  weak  places  in  our  national  make-up, 
native-  and  foreign-born  shared  alike  in  the  tests.  As  a  nation, 
we  have  passed  through  a  season  of  heart  searching  and  the  natu- 
ral reaction  is  "Americanization." 

There  was  found  a  place  for  ^voman's  eftorts  in  the  war  pro- 
gram, and  because  there  is  a  place  for  her  in  the  new  American- 
ization, the  club  women  of  the  General  Federation  have  decided  to 
center  their  studies  and  their  efforts  around  this  topic  for  the 
coming  year. 

The  Xorth  Carolina  Federation  has  adopted  it  as  their  line  of 
study  and  this  program  has  been  prepared  as  a  guide  for  use  by 
reading  circles,  classes  or  clubs. 

We  find  many  helps  to  gTiide  us  in  the  study.  Books  on  all 
phases  of  Americanization  are  appearing  almost  as  fast  as  one 
can  review  them.  The  Department  of  the  Interior  is  issuing 
bulletins  on  matters  connected  with  Americanization,  and  the 
superintendent  of  documents  publishes  surveys,  findings,  and 
plans  for  the  education  of  the  foreigner. 

The  several  states  are  waking  up  to  their  responsibility  and 
each  that  has  a  special  foreign  problem  is  making  a  survey  of  it 
and  developing  plans  for  the  training  of  its  foreign-born  along 
the  lines  of  Americanization.  Chief  among  the  means  used  are 
the  public  and  private  schools  for  working  boys  and  girls,  factory 
classes,  and  home  visitation.  English  is  being  taught  ns  the  first 
essential  in  schools,  in  churches,  in  Sunday  schools,  in  factories, 
in  homes  and  in  moving  picture  thea'tres. 

Not  only  English,  but  American  principles  of  government  and 
standards  of  li--ing  are  being  made  known  to  the  newcomer  through 


KoRTH  Carolina  3915 

text-books  on  civics  and  American  historv.  Classes  in  citizen- 
ship  are  being  held,  and  hundreds  and  thousands  of  eager  for- 
eigners are  being  prepared  step  by  step  to  take  their  part  in  this 
peAv  Americanism  which  is  of  the  heart  as  well  as  of  the  head. 
Through  story  and  biography.  American  ideals  are  being  made 
known  to  the  new  citizen  until  he  is  at  last  made  to  feel  at  home 
in  a  land  that  is  no  longer  strange.  The  importance  of  this  prac- 
tical work  in  Americanization  can  hardly  be  over  emphasized,  it 
is  a  paying  investment,  it  will  yield  returns.  It  should  go  hand 
in  hand  with  the  use  of  the  present  study  course,  wherever  foreign- 
born  people  are  neighbors  to  us.  As  club  women,  we  have  a 
special  duty  toward  the  immigrant  woman,  the  hardest  member 
of  the  new  family  to  reach. 

The  course  which  is  here  outlined  is  however  addressed  in  the 
main  to  the  study  of  the  immigrant  in  his  American  environ- 
ment. It  is  an  attempt  to  make  the  foreign-born  better  kno\vTi  to 
native  Americans,  in  order  that  a  more  intelligent  and  apprecia- 
tive relation  may  spring  up  among  the  members  of  the  composite 
family.  For  this  reason  we  take  up  a  study  of  some  of  the  racial 
groups  who  have  come  to  our  shores ;  and  with  their  background 
always  before  us,  try  to  learn  something  of  their  life  in  the  new 
world.  We  have  perhaps  thought  too  long  of  the  recent  immi- 
grant as  so  much  crude  material,  so  much  negative  matter  which 
we  tolerate  if  he  keeps  quiet  and  unobtrusive,  leaving  him  alone 
until  at  last  in  the  second  or  third  generation  he  takes  his  place 
beside  us  in  industry  and  in  politics  as  an  American  citizen,  even 
then  terribly  handicapped  because  of  things  which  have  never 
been  explained  to  him.  We  have  lost  much  by  ignoring  all  that 
the  immigrant  brings  with  him  and  we  have  missed  much  by  a 
failure  to  realize  what  he  represents.  Usually  he  is  a  chip  off  of  an 
older  stratum  of  civilization  than  we  Westerners  know  an\-thing 
about.  His  earthly  belongings  may  all  be  contained  in  the  bundle 
on  his  back,  his  pocket  may  be  empty  save  for  the  necessary 
entrance  sum,  but  he  may  be  immensely  rich  in  those  things 
which  time  and  tradition  and  the  slow  moving  of  the  spirit  of  art 
contribute  to  the  human  being. 

To  really  understand  the  immigrant,  we  should  know  some- 
thing about  the  land  from  \Vliich  he  comes,  and  in  this  respect  the 
study  follows  naturally  after  the  course  of  last  year  which  cen- 
tered our  attention  on  the  countries  and  the  peoples  of  war-torn 
Europe.     To  enter  truly  into  the  motives  of  the  immigi'ant  for 


3916  Citizenship  Training  in  Other  States 

coming  and  to  grasp  a  sense  of  that  expectancy  with  which  he 
approaches  tiie  "  gate  "  we  should  be  able  to  enter  into  his  litera- 
ture through  his  native  language.  This  in  most  cases  we  cannot 
do,  but  it  is  fortunate  for  us  that  almost  every  group  has  an  out- 
standing character,  one  who  has  the  double  gift  of  sympathy  with 
his  former  environment  and  a  grasp  of  the  spirit  of  the  new 
country  as  well.  Such  an  one  as  Mary  Antin  or  Edward  Steiner 
is  an  interpreter  of  the  old  world  to  the  new  and  serves  to  establish 
a  link  of  sympathetic  understanding  between  the  Americans  of 
longer  and  shorter  standing.  In  order  to  see  the  immigrant  through 
his  own  eyes  we  have  selected  a  number  of  biographies  to  be  used 
as  book  reviews. 

But  our  study  does  not  stop  with  the  immigrant's  entrance  into 
the  promised  land.  We  are  interested  in  knowing  where  the  dif- 
ferent races  and  nationalities  have  made  their  settlements,  what 
trades  they  have  entered  and  what  they  are  doing  towards  the 
development  of  the  various  sections  of  our  country.  Our  study 
leads  us  to  discover  that  strains  of  foreign  blood  run  in  the  veins  of 
many  of  our  outstanding  patriots,  and  when  we  continue  the 
tracing  far  enough  back,  we  find  that  we  all  came  from  somewhere 
and  added  something  to  the  make-up  of  the  composite  American 
type.  As  we  proceed,  we  like  to  figure  Americanization,  not  as  a 
melting  pot,  but  as  a  glorious  garden  plot  where  varying  types  of 
human  beings  can  grow  and  develop  each  in  his  own  good  way  on 
a  common  liberty-loving  soil. 

Immigration  presents  its  own  peculiar  problems  and  some  of 
these  are  at  the  root  of  the  disorders  and  antagonisms  with  which 
the  industrial  world  is  today  struggling.  So  closely  is  immigration 
linked  up  with  problems  of  labor,  wages,  production  and  standards 
of  living  that  we  have  been  led  on  to  suggest  a  study  of  some  of 
the  more  popular  phases  of  economics.  The  last  two  meetings  are 
devoted  to  a  treatment  of  economic  topics  in  the  hope  that  reading 
and  discussions  along  these  lines  will  lead  to  a  better  comprehen- 
sion of  the  vital  problems  that  lie  beneath  the  surface  in  the 
Americanization  movement. 

Clara  Souther  Lingle. 

First  Meeting 
Subject:    The  Story  of  Imonigration  to  the  United  States. 

"  The  Republic  of  the  United  States  is  in  fact  a  nation 
of  immigrants,  a  nation  of  aliens.  All  have  made  the 
great  migration,  all  have  come  hither  from  other  parts  of 


KoRTH  Carolina  3'917 

the  earth.  The  only  difference  among  Americans  is  that 
some  came  earlier  while  others  came  later,  indeed  as  it 
were  yesterday,  to  these  shores.  We  came  hither  first  or 
last,  across  the  ocean,  and  from  the  ends  of  the  earth." — - 
George  A.  Gordon. 

PAPER  I\"o.  1.  By 

Distinct  Periods  and  Characteristics  of  IMMIGKATI0^'  to  the 

United  States 

References : 

"  The  Tide  of  Immigration,"  by  Warne. 

"  Labor  Problems,"  by  Adams  and  Sumner,  chapter  on  Race 
and  ISTativity  of  Immigrants,  page  72. 

''  Immigration,  a  World  Movement  and  Its  American  Signifi- 
cance," bv  Fairchild. 

"  Emigration  and  Immigration,"  by  Smith. 

''  Dictionary  of  Races  and  Peoples,"  Report  of  the  Immigration 
Commission,  December  5,  1910, 

"  Immigration  "  by  Hall,  Part  I. 

"  Races  and  Immigrants,"  by  Commons,  chapter  on  Nineteenth 
Century  Additions. 

PAPER  No.  2.  By 

Why  They  Come 
References : 

"  On  the  Trail  of  the  ImmigTant,"  by  Steiner  (Chapters  1-5), 

"  Immigration  Conditions  in  Europe,"  Report  of  the  Immigra- 
tion Commission.  Senate  Document,  No.  748.  3d  Session,  Gist 
Congi-ess. 

"  The  New  Immigration,"  by  Roberts,  (chapter  on  Inducements 
to  Immigrate). 

"Races  and  Immigrants,"  by  Commons,  (chapter  on  Emigra- 
tion Agencies  and  Labor  Speculators). 


PAPER  No.  3.  By.,. 

Book  Review 

"  The  Promised  Land,"  by  Mary  Antin. 
Or  •'  Our  Slavic  Fellow  Citizens,"  by  Balch. 
Date Place 


3918  Citizenship  Tbatnixg  ix  Othek  States 

Second  Meeting 

Subject:  Inwiigration  and  Assimilation 
"Americanization  is  assimilation  in  the  United  States. 
It  is  that  process  by  which  immigrants  ai'e  transformed 
into  Americans.  The  American  of  today  is,  therefore, 
the  result  of  the  assimilation  of  all  the  different  nation- 
alities of  the  United  States  which  have  been  united  so  as 
to  think  and  act  together." —  Grover  G.  Huebner. 

PAPER  No.  1.  By 

The  Racial  Effects  of  Immigration  and  the  American  Tyre 

References : 

"  Races  and  Immigrants/'  by  Roberts,  chapter  on  Races  in  the 
United  States. 

''  The  Coming  Race  in  America/'  by  Franklin  H.  Giddings,  in 
Century,  March,  1903. 

"Americanization,"  by  Talbot,  chapter  on  Amalgamation  and 
Assimiliation,  by  J.  Commons. 

"  The  Melting  Pot,"  by  Zangwill. 

"Americanization,"  by  Talbot,  chapter  on  American  Ideals  and 
Race  Mixture. 

"  Fair  Play  for  the  Workers,"  by  Grant,  chapter  on  Americani- 
zation of  the  Immigrant,  page  67. 

"Americanization,"  Talbot,  chapters  on  The  Child  of  the  For- 
eigner and  the  Immigration  Problem, 

"  Racial  Consequences  of  ImmigTation,"  in  Century,  February, 
1914. 

"Lr.'bor  Problems,"  by  Adams  and  Sumner,  chapter  on  Birth 
Rate  as  Affected  by  Immigration,  page  109. 

PAPER  No.  2.  By 

Is  Further  Immigration  a  Menace  to  American  Ideals  ? 

References : 

"  Danger  to  American  Traits  and  Characteristics  from  Immi- 
gration," by  Jane  Addams,  in  Education  Revieiv,  March,  1905. 

"  The  Question  of  Assimiliation,"  by  E.  G.  Balch,  in  Charities 
and  Commmis,  December  8,  1907. 

"  The  Future  of  American  Ideals,"  by  Prescott  Hall,  in  North 
American  Review,  January,  1912- 


ISToRTir  Cakoltxa  3919 

"  Is  Immigration  a  Menace  ?  "  by  C.  L.  Sulzberger.  Published 
bv  American  Jewish  Commission,  356  2d  avenue,  Xew  York  Citv. 

''American  and  Immigrant  Blood.  A  Study  of  the  Social  Effect 
of  Immigration,"  by  Ross,  in  Century,  December,  1913. 

"  The  American  People,"  by  Alfred  M.  Low,  chapter  on  the 
Influence  of  Immigration. 

"  Labor  Problems,"  by  Adams  and  Sumner,  pages  69  and  214. 

PAPER  No.  3.  By 

Book  Review: 
"  With  Poor  Immigrants  to  America,"  by  Graham  Stephens. 
Or  *'  From  Alien  to  Citizen,  the  Story  of  My  Life  in  America," 
by  Edward  A.  Steiner. 

References : 

*'  Statements  and  Recommendations  submitted  by  Societies  and 
Organizations  on  Subject  of  Immigration,"  in  Senate  Document 
764:',  3rd  Session,  61st  Congress. 
Date Place 

Thied  Meeting 
Subject:    The  Composite  American  Nation 

PAPER  No.  1.  By 

What  is  it  to  be  an  American  ? 
"  This  country  is  constantly  draining  strength  out  of 
the  new  sources  of  the  voluntary  association  wnth  it  of 
great  bodies  of  strong  men  and  forward-looking  women 
of  other  lands.  And  so  it  is  being  constantly  renewed  by 
the  same  process  by  which  it  was  originally  created.  It 
is  as  if  humanity  had  determined  to  see  to  it  that  this 
great  Nation,  founded  for  the  benefit  of  humanity,  should 
not  lack  for  the  allegiance  of  the  people  of  the  ^vorld." — 
WooDKOw  Wilson. 

References : 
"x\mericanization  Speech  and  Report  of  Secretary  Lane,"  in 
Bulletin,  Department  of  Interior,  Washington,  D.  C. 

"  Making  Real  Americans  Out  of  Many  Races,"  by  H.  H. 
Wheaton  in  Reviciv  of  Eeviews,  August,  1018. 

"  What  is  it  to  be  an  American  ?  "  by  Franklin  K.  Lane,  in 
National  Geographic  Magazine,  April,  1918. 


3920  Citizenship  TRAii^fiNG  in  Other  States 

'^An  American  Farmer,"  by  John  deCrevecociir,  Letter  III. 
"America  in  the  Making,*'  by  Lyman  Abbott. 
"Americanization,"  by  Talbot. 

PAPER  A^o.  2.  By 

The  Responsibility  of  Citizenship 
References : 

"  On  Becoming  an  American,"  by  Bridges. 

"  The  Young  Woman  Citizen,"  by  Mrs.  Mary  Austin. 

"  Your  Vote  and  How  to  Use  It  "  by  Mrs.  Ravmond  Brown. 

"Universal  Training  for  Citizenship  and  Public  Service,"  by 
W.  A.  Allen. 

''  Instruction  and  Practice  in  the  Duties  of  Citizenship,"  in 
Bulletin  of  the  Massachusetts  Board  of  Education,  prepared  by 
Arthur  W.  Dunn,  1918. 

"An  Outline  Court  in  Citizenship,"  by  Raymond  F,  Crist,  in 
Bulletin  of  the  United  States  Bureau  of  Naturalization,  Wash- 
ington, D.   C. 

PAPER  No.  3.  By 

Book  Review: 

"The  Immigrant  and  the  Community,"  Grace  Abbott.  (Deals 
with  the  special  problems  of  the  immigrant  girl.)  Or  "From 
Alien  to  Citizen,"  by  Steiner.  Or  "  They  Who  Knock  at  Our 
Gates,"  by  Mary  Antin. 

DISCUSSION:  By   

Does  the  Extension  of  Franchise  to  the  Foreign-Born, 
THE  Illiterate,  and  the  Indifferent  Woman  Tend  to 
Make  Democracy  Unsafe? 

References: 

"The  New  Immigration,"  by  Roberts,  chapters  on  Crime  and 
the  Courts,  and  Politics. 

"Races  and  Immigrants,"  by  Commons,  chapter  on  Amalga- 
mation and  Assimilation. 

"  Statements  and  Recommendations  by  Societies  on  Subject  of 
Immigration,"  in  Senate  Document  No.  764,  3d  Session,  61st 
Congress. 

"  The  Citizen's  Part  in  Government,"  by  Elihu  Root. 

Date Place   


North  Carolina  3921 

Fourth  Meeting 

Subject:     The   Americanization   of   the   Foreign-Bom   Through 

Education 

"Any  man  who  expects  to  be  free  and  ignorant  at 
the  same  time,  expects  what  never  has  happened  and 
what  never  can  happen."  —  Thomas  Jefferson. 

Illiteracy 

The  Facts  in  the  United  States :  There  are  in  the  United 
States  516,163  persons  ten  years  of  age  and  over  who  are  unable 
to  read  and  write  in  any  language.  Of  this  number  nearly 
5,000,000  are  twenty  years  of  age  and  over;  57.7  are  white 
people;  1,534,272  are  native-born  whites.  The  draft  revealed 
700,000  men  who  cannot  read  and  write  in  English  or  in  any 
other  language. 

PAPER  1^0.  1.  By 

The  Facts  in  My  State 
What  are  we  doing  about  it  ?     Compulsory  school  attendance,  is 
it  enforced?      Night  schools.      Get  the  facts  from  your   State 
Superintendent  of  Public  Education, 

References : 
"  Compulsory  English  for  the  Foreign-Born,"  in  Survey,  July 
13,  1918. 

PAPER  No.  2.  By 

The  Education  of  the  Immigrant 
References : 

"  Education  and  the  Immigrant,"  by  Paul  Abelson,  in  Journal 
of  Social  Science,  September,  1906. 

"The  Public  School  and  the  Immigrant  Child,"  in  National 
Educdtion  Association  Journal  of  Proceedings,  1908. 

Amencanization  Bulletin,  Vol.  I,  September,  1918,  to  date. 

"  The    School    Center    and    the   Immigrant,"    in    Playground, 
February,  1917. 

"An  Adventure  in  Education,"  by  Elizabeth  M.  Case,  in  New 
Republic,  December  22,  1917. 

"  The  Education  of  the  Immigrant,"  by  Frances  Alice  Kellor. 
in  Educational  Review,  June,  1914. 


3922  CiTizEA'SHip  Ti?AT>:ixG  IN  Other  States 

"■  Educate  the  Immigrant,"  by  G.  Piiikham,  in  Outlooh, 
October  14,   1011. 

"  The  iN'ew  Imjnigration,"  by  Roberts,  Chapter  on  Culture. 

PAPER  Xo.  3,  or  DISCUSSIOX.     By 

Other  Agencies  Besides  the  Public  School  That  Are  Edu- 
cating THE  Immigrant.  Welfare  Work  in  Mill  Vil- 
lages, Evening  Factory  Classes.  Social  SETTLE:\rENTs, 
Churches  and  Sunday  School.     Moving  Pictures 

References : 

"  The  New  Immigration,"  by  Roberts,  chapter  on  Reaching 
the  Xew  Comer. 

''  Evening  Schools  for  Foreigners,''  by  Adele  Marie  Shaw,  in 
World's  ^Yor]c,  Januarv,  1905. 

"'  "Where  Garments  and  Americans  Are  Made,'"  by  Jessie  11. 
McCarthy,  1917. 

"  Teaching  Citizenship  Through  the  Movies,"  by  Ida  Clement, 
in  Special  Report  Xo.  2.  Municipal  Reference  Library,  Now 
York  City,  June  26,  1918. 

"  Education  of  the  Immigrant,"  in  Bulletin  No.  51,  1913,  pub- 
lished by  U.  S.  Bureau  of  Education. 

"  Public  Facilities  for  Educatino-  the  Alien,"  in  Bulletin  No. 
18,  1916,  Government  Printing  Office,  Washington,  D.  C. 

"Americanization."  by  Talbot,  chapters  on  Domestic  Educa- 
tion, and  Schools  in  Camps. 

"Duty  of  the  American  Churches  to  Immigrant  People,"  by 
Mary  C.  Barnes,  in  Bible  World,  June,  1013.  (A  movement  to 
teach  immigrants  to  read  and  speak  English  by  use  of  simple 
text-books  based  on  the  Bible.) 

"Americanization,"  by  Dixon.  (A  review  of  work  done  by 
civic  and  social  agencies  of  the  National  Americanization 
Committee.) 

"Americanization,"  by  Talbot,  chapter  on  the  Library  and  the 
Foreign-Speaking  Man. 

"  The  Library  as  a  Social  Factor,"  by  W.  D.  Johnson. 

"Illiteracy  and  Americanization,"  by  Franklin  K.  Lane, 
address  published  by  the  Department  of  the  Interior,  Washing- 
ton, D.  C. 

"Illiteracy  and  Americanization,"  by  C.  P.  Gary,  State  Super- 
intendent, Madison,  Wis.,  1917. 


North  Carolina  3'923 

PART  II 

COLONIAL   ELEMENTS   AND    EARLY   IMMIGRANTS 

The  original  settlers  of  this  country  were,  in  the  main,  of 
Teutonic  and  Celtic  stock.  In  the  thirteen  original  states  the 
pioneers  were  practically  all  British,  Irish,  Dutch,  and  German, 
with  a  few  French,  Portuguese  and  Swedes;  and,  in  this  connec- 
tion, it  should  be  remembered  that  a  large  proportion  of  the 
French  people  is  Teutonic  in  origin.  The  Germans  were 
Protestants  from  the  Palatinate,  and  were  pretty  generally  scat- 
tered, having  colonized  in  jSTew  York,  western  Pennsylvania, 
Maryland,  and  Virginia.  The  Swedes  settled  upon  the  Delaware 
river.  The  French  were  Huguenots  driven  from  home  by 
Louis  XIV;  and,  though  not  numerous,  were  a  valuable  addition 
to  the  colonies.  The  Irish  were  decendants  of  Cromwell's  army, 
and  came  from  the  north  of  Ireland.  All  the  settlers  had  been 
subjects  of  nations  which  entertained  a  high  degree  of  civilization, 
and  were  at  that  time  the  colonizing  and  commercial  nations  of 
the  world.  At  a  later  period,  the  annexation  of  Florida  and 
Louisiana  brought  in  elements  of  Mediterranean  races,  so-called; 
but  owing  to  various  considerations  into  which  it  is  not  necessary 
to  enter  here,  the  civilization  and  customs  of  the  British  over- 
spread these  regions,  as  well  as  those  colonized  originally  by  the 
Dutch  and  French,  and  produced  a  substantial  uniformity  in  insti- 
tutions, habits  and  traditions  throughout  the  land. 

This  process  of  solidification  and  assimilation  of  the  different 
colonies  under  British  influence  reached  its  consummation  with 
the  establishing  of  the  Federal  Government.  After  the  birth  of 
the  United  States  as  a  separate  nation,  colonization  in  the  earlier 
sense  ceased  entirely.  European  nations  could  no  longer  send 
out  their  own  citizens  and  form  communities  directly  dependent 
upon  themselves  and  subject  to  their  own  jurisdiction.  The 
immigration  of  the  nineteenth  and  twentieth  centuries,  therefore, 
differs  widely  in  character  from  the  colonization  of  the  seventeenth 
and  eighteenth  centuries. 

With  the  year  1820  the  official  history  of  immigration  to  the 
United  States  begins;  for  it  was  then  that  collectors  of  customs 
at  our  ports  were  first  obliged  to  record  the  arrival  of  passengers 
by  sea  from  foreign  countries.  The  record  included  numbers, 
ages,  sexes,  and  occupations. 

Prescott  F.   Hall. 


3924:  Citizenship  Training  in  Other  States 

Fifth  Meeting 

Sichjed:     The  British  Found cdion 

"God  is  making  the  American,  but  God  works 
through  men.  If  the  American  is  to  he  made,  he  must 
be  made  by  America.  What  can  we  do  to  make  the 
American  of  the  future  such  that  we  shall  have  a  right 
to  be  proud  of  our  handiwork  ?  "  —  Lyman  Abbott. 

PAPER  No.  1.  By 

The  English  in  America 
References : 

"The  English  in  America,"  by  J.  A.  Doyle.  (The  history  of 
the  English  colonies  in  I^orth  Carolina  during  their  period  of 
dependence  on  the  mother  country.) 

"Races  and  Immigrants  in  America,"  by  Commons,  chapter 
on  Colonial  Race  Elements. 

"Immigration,"  by  Hall. 


PAPER  No.  2.  By 

Book  Review: 

"The  Scotch  Irish  in  America,"  by  Hcjry  -Tones  Ford. 

Tells  the  story  of  the  Ulster  plantation  and  of  the  influence 
that  formed  the  character  of  the  people.  The  causes  are  traced 
that  led  to  the  great  migration  from  Ulster,  and  the  Scotch  Irish 
settlements  in  America  are  described.  The  influence  of  the 
Scotch  Irish  settlements  upon  American  institutions  is  traced  and 
there  is  an  appreciation  of  the  Ulster  contribution  to  American 
nationality. 

Paper  may  be  divided  thus: 

a.  Scotch  Migration  to  Ulster. 

b.  Emigration  to  United  States,  settlements  in  ISTew  York, 

Pennsylvania,  expansion  south  and  west. 

Or  "  Races  and  Immigrants  in  America,"  by  Commons,  cha])ter 
on  The  Scotch  Irish. 


North   Carolina  3'925 

PAPER  No.  3.  By 

American  Statesmen  and  Leaders  of  Scotch  Irish  or  Irish 

Descent 

References : 

"  Irishmen  of  Today,"  hy  Darrell  Figgis. 

"American  Yearbook  Directory  of  Scottish  mid  British  Associa- 
tions  in  the  United  States,  Canada  and  British  Possessions," 
New  York,  4th  avenne  and  8th  street,  Caledonian  Press  Co.,  1914, 
$1.  (The  Scotch  Irish  Society  in  America  was  founded  in  1819 
and  held  ten  successive  conferences,  the  annual  proceedings  of 
which  contain  a  mass  of  information.  The  only  Scotch  Irish. 
Society  now  kno^\^l  to  exist  is  the  Pennsylvania  Scotch  Irish 
Society  which  holds  annual  meetings  and  publishes  reports.) 

"  The  Irish  Issue  in  Its  American  Aspect,"  by  S.  Leslie,  New 
York,  Scribner's  Sons,  1917,  $1.25. 

"Races  and  Immigration,"  by  Commons. 

"  Irish  in  the  United  States.  Where  Irish  Americans  Stand 
in  the  War,"  in  Literary  Digest,  February  2,  1918. 

"  Father  Bernard's  Parish,"  by  Florence  Olmstead.     Fiction. 

"My  Lady  of  the  Chimney  Corner,"  by  Alexander  Trevine. 
Fiction. 

"  Settlements  of  Scotch  Highlanders  in  America,"  by  J.  P. 
McLean,  chapter  Y,  on  Highlanders  in  North  Carolina  ;  chap- 
ter VI,  on  Highlanders  in  Georgia ;  chapter  YII,  on  Highland 
Settlement  of  the  Mohawk. 

For  a  brief  history  of  Scotland,  see: 

"■Scotland,"  in  the  Story  of  the  Nations  Series. 

"A  Short  History  of  Scotland,"  by  Andrew  Lang. 

For  Ireland,  see: 

^'  Ireland,"  in  the  Story  of  the  Nations  Series. 

"Irish  Folk  History  Plays,"  by  Isabella  A.  Gregory. 

For  Scotch  Irish  in  North  Carolina: 

"Flora  McDonald  in  America,"  by  J.  P.  McLean. 

"Highland  Scotch  Settlement  in  North  Carolina,"  N.  C.  book- 
let, 1905. 

"Scotch  Irish  in  North  Carolina,"  by  R.  D.  W.  Connor, 
chapter  on  the  Upper  Cape  Fear  Section. 

"  Scotch  Irish  in  North  Carolina,"  by  J.  A.  McKelway,  N.  C. 
booklet,  1905. 

Date Place   


3926  Citizenship  Tkainixg  ix  Other  States 

Sixth  Meetixg 
Sicbject:     The  Negro 

"America  has  today  no  problem  more  perplexing  and 
disquieting  than  that  of  the  proper  and  permanent  rela- 
tions between  the  white  and  colored  races."  —  Gilbert 
T.  Stephexsox. 

"I  have  lived  close  to  and  loved  many  of  the  race 
and  I  have  thought  of  them  as  men  and  women,  made 
of  God  for  His  Glory,  and  not  as  a  Problem.-'  —  Mary 
Helm. 

PAPER  Xo.   1.  By    

Present  Forces  irf  Negro  Progress 

a.  Educational  b.  Religious 

References : 

*' Races  and  Immigrants  in  America,"  by  Commons,  chap- 
ter iir. 

"  Education  for  Life,  The  Story  of  Hampton  Institute,"  by 
F.  G.  Peabody. 

"  Present  Forces  in  ISTegro  Progress,  and  ISTegro  Life  in  the 
South,"  by  W.  D.  Weatherford.  (Dedicated  to  the  college  men 
and  women  of  the  South  in  whose  tolerant  spirit  and  unselfish 
interest  lies  the  hope  of  the  negro  race.) 

"  The  Mental  Capacity  of  the  American  Xegro,"  by  Marion 
J.  Mavo. 

"Hampton  Xormal  and  Industrial  Institute,"  by  Hollis  B. 
Fusill,  in  Constructive  Quarterly ,  September,  1918. 

"  ISJ'ational  Aid  to  Xegro  Education,"  by  J.  H.  Dillard,  in 
School  and  Society,  June  8,  1918. 

"  The  Xegro  in  Relation  to  Our  Public  Agencies  and  Institu- 
tions," by  J.  L.  Kesler,  in  American  City,  August,  1918. 

"Improvised  Xegro  Songs,"  by  K.  Lemmermann,  in  Neio 
Republic,  December  22,  1917. 

"Applied  Knowledge  as  a  Problem  in  Xegro  Education,"  Bul- 
letin, Board  of  Education,  September,  1916. 

PAPER  Xo.  2.  By   

Economic  Progress.     The  Xegro  Farm  Owners,  The  Xegro 

IN  Various  Industries 
"  The  fact  that  today  the  negroes  of  the  South  who 
fifty  years  ago  did  not  o^vn  themselves,  now  own  real 


North  CAROLmA  3027 

estate  which  in  the  aggregate  is  said  to  exceed  the  worth 
of  the  whole  of  the  Xew  England  States,  is  doing  more 
to  solve  the  race  problem  than  all  the  northern  inter- 
views and  the  northern  editorials  on  the  rights  of  the 
Afro-American  that  have  been  spoken  and  written  since 
the  Proclamation  of  Emancipation.''  —  Lymax  Abbott. 

References : 

"A  Century  of  Negro  Migration,"  by  Carter  Goodwin  Wood- 
son, Washington  Association  for  the  Study  of  Negro  Life  and 
History,  1918,  $1. 

"  The  Negro  and  the  New  Economic  Condition,"  by  R.  R. 
Moton  in  National  Conference  Social  Work,  1918. 

''  Tacklinc;  One  of  America's  Bie-o'est  Problems,"  bv  M.  Bar- 
stow  in  ^yorId's  ^yorh,  May,  1918. 

'"  The  Negro,  the  Southerner's  Problem,"  by  Thomas  Nelson 
Page. 

"  The  Negro  Business,"  by  Booker  T.  Washington. 

"  The  Basis  of  Ascendancy,"  by  Edgar  G.  Murphy. 

"  W^hat  the  NegTO  Is  Doing  to  Help  Win  the  War,"  in  Literary 
Digest,  July  27,  1918. 

''Patriotism  of  the  American  Soldier,"  by  R.  R.  Moton  in 
Outlook,  November  20.  1918. 

"  The  American  Negro  and  the  World  War,"  by  R.  R.  Moton 
in  ^yorld's  ]Yoil;  May,  1918. 

"  From  Darkness  to  Light,  the  Story  of  Negro  Progress,"  by 
Mary  Helm. 

"  Trade  Unionism  and  Labor  Problems,"  by  Commons,  chap- 
ter on  The  Negro  Artisan. 

PAPER  No.  3,  or  DISCUSSION.     By 

Negro  Race  Leaders 

"Up  from  Slavery,"  by  Booker  T.  Washington. 

"  The  Future  of  the  American  Negro,"  by  Booker  T. 
Washington. 

"The  Negro  and  the  Nation,"  by  George  S.  Merriam,  1906. 

"  The  Negro  in  the  South,"  by  Washington  and  Du  Bois. 

"  The  New  Voice  in  Race  Adjustment,"  Atlanta  Conference, 
1914. 

"  The  Negro,"  by  W\  E.  DuBois. 


3928  Citizenship  Tkaiis^ing  in  Other  States 

"  The  Story  of  the  Xegro,"  by  Booker  T.  Wasliington. 

"  Race  Distinctions  in  American  Law/'  by  Gilbert  T. 
Stephenson. 

For  complete  statistics  of  negro  population,  occupations, 
religions  connections,  etc.,  see  Bulletin  Xo.  129,  Department  of 
Commerce,  Bureau  of  Census,  Washington,  D,  C. 

"  Lawlessness  or  Civilization,  ^Vhich  ? "  Report  of  Confer- 
ences on  Education,  1917.  Edited  by  W.  D.  Weatherford,  Blue 
Ridge,  N.  C. 

"  Races  and  Immigrants,"  by  Commons,  chapter  3,  on  The 
Kegro. 

Date Place 

Seventh  Meeting 

Subject:     Immigration    From    Coiintries    of    Northern    Europe 

"  The  immigrants  who  came  in  the  earlier  years 
(before  1882)  were  permanent  settlers,  they  were  of 
races  closely  allied  to  the  dominant  race  of  this  country, 
they  were  for  the  most  part,  anxious  to  become  assimi- 
lated and  their  standard  of  life  while  lower  than  that 
of  native  laborers  was  distinctlv  hio-her  than  that  of  the 
immigrants  who  have  arrived  during  recent  years."  — 
Sumnee. 

PAPER  N-o.   1.  By   

German  and  Austrian  Immigration 

''On  the  Trail  of  the  Immigrant,"  by  Steiner,  chapter  VII, 
The  German  in  America. 

Xote  that  Steiner  writing  before  the  war  was  impressed  with 
the  materialistic  spirit  of  the  German  immigrant  which  dis- 
appears in  the  third  and  fourth  generation  of  his  Americanization. 
He  says  "  The  German  in  America  has  not  produced  many  great 
men  but  has  filled  this  country  with  good  men  which  is  infinitely 
better.  The  cause  of  the  dearth  of  prominent  German-Americans 
is  due  to  the  fact  that  they  blend  more  quieldy  than  any  other 
foreigner  (except  the  Scandinavian)  with  the  nation's  life, 
especially  if  the  German  reaches  any  kind  of  eminence;  and  the 
effect  which  he  has  upon  the  life  of  the  nation  is  difiicult  to  tr-e 
because  of  that.     The  coarse,  the  crude,  and  the  low  retain  tli.-ir 


North   Caeolina  3929 

national  stamp,  while  the  finer  and  better  soon  become  part  of  us." 

"  The  Celtic  Tide,"  by  Eoss,  in  Centurij,  April,  1914. 

"Germans  in  America,"  by  Eoss,  in  Century,  May,  1914. 

"  Eaces  and  Immigrants,"  by  Commons,  chapter  on  Germans 
and  Anstrians. 

"  The  place  of  the  German  Element  in  American  History,"  by 
Julius  Goebel,  in  American  Historical  Association  Report,  1909. 

PAPEE  No.  2.  By 

ScAXDi:}^AviA]sr  Immigration,  Including  That  From  Sweden, 

Norway,  and  Denmark 

Eeferences : 

"Scandinavians  in  America,"  by  Eose,  in  Century,  June,  1014. 

"  Norwegians  in  the  United  States,"  by  Eoss,  in  Century, 
January  25. 

"  Danes  in  the  United  States,"  by  Eoss,  in  Century,  Feb- 
ruary 22. 

"  Eaces  and  Immigrants,"  by  Commons,  pages  132  and  152. 

"  On  the  Trail  of  the  Immigrant,"  by  Steiner,  references  to 
Scandinavians. 

PAPEE  No.   3.  By    

The  French  and  Italian  Elements 

(Italians  included  here  as  being  more  closely  related  to  immi- 
gration of  this  period  than  to  the  following.  Paper  may  well  be 
divided.) 

Eeferences : 

"  The  Heart  of  America,"  by  Fiiiley,  chapter  on  The  French. 
(Historical.) 

"Eaces  and  Immigrants,"  by  Commons,  pages  125  and  follow- 
ing pages. 

"  Contribution  of  the  Eoman  Nations  to  the  History  of  the 
United  States,"  by  Wm.  E.  Shepherd,  in  American  Historical 
Society  Report,  1909. 

"  On  the  Trail  of  the  Immigrant,"  by  Steiner,  references  to 
Italians. 

"  The  Italian  on  the  Land,"  in  Bulletin  of  U.  S.  Bureau  of 
Labor,  May,  1907. 


3930  CiTizExsiiip  Training  in  Other  States 

PAPEK  No.  3,  or  DISCUSSIOK       By 

Racial  Origin  of  Successful  A:\iericans 

« 

References : 

See  article  by  that  name  in  Popular  Science  Monthly,  April, 
1914.    Also  in  Scientific  American,  May  30,  1914. 

"Americans  of  Austrian  Birth,"  in  Literary  Digest,  September 
28,  1918. 
Date Place 

Eighth  ]\Ieeting 
Subject:  The  Jew  in  America 
"  Our  country  seems  destined  in  the  Providence  of 
God  to  be  the  meeting  place  of  all  the  people,  to  be  the 
world's  experimental  station  in  brotherhood,  all  of  us 
learning  that  other  nations  are  not  barbarians,  that  other 
races  are  not  inferior,  that  other  faiths  are  not  godless." 
— Rabbi  Stephen  S.  Wise. 

PAPER  No.  1.  By 

The  Jew  as  an  Immigrant 
There  are  not  many  real  Russians  in  the  United  States.  Most  of 
those  classed  as  coming  from  the  Russian  Empire  are  either  Poles 
or  Finns,  or  are  Jews  driven  out  from  all  parts  of  Russia.  There 
are  said  to  be  2,000,000  Jews  in  America,  of  whom  60  per  cent, 
live  in  Greater  New  York,  making  it  the  largest  Jewish  city  in 
the  world,  containing  twice  as  many  Jcavs  as  any  other  city.  The 
Greek  Church  or  Eastern  Church  was  the  established  church  of 
the  old  empire,  but  we  do  not  see  much  of  the  Orthodox  Greek 
Catholics  in  America,  whose  beautiful  cathedrals  with  their 
renowned  male  ehoirs  and  gilded  domes  are  familiar  to  the  Ameri- 
can tourist  in  Paris  and  in  four  of  the  famous  Swiss  resorts  on 
Lake  Geneva.    Are  there  any  Greek  Catholic  churches  in  America  ? 

References : 
"  The  New  Immigration,"  by  Roberts. 
"Alien  Immigration,"  by  Bradshaw. 

"  The  Housing  of  the  Working  People,"  by  E.  R.  L.  Gould, 
special  reports  of  TJ.  S.  Commission  of  Labor. 

"  Races  and  Immigrants,"  by  Commons,  references  to  the  Je^'S. 
"  The  Jews  of  Today,"  by  Arthur  RufHn. 
•'  C  >mrade  Yetta,"  by  Albert  Edwards. 


IsToRTH   Carolina  3931 


PAPER  ITo.  2.  By 

The  Conteibution  of  the  Jew  to  Democracy 
"  The  Jew  not  only  foimd  liberty  in  America  in  the 
•  fullest  sense,  but  he  found  brotherhood  among  the  com- 
posite population  of  the  United  States.  Today  in  every 
city  of  the  Union,  the  Jewish  portion  of  the  population 
is  a  part  of  its  civic  backbone  and  moral  sinew  as  well  as 
among  its  most  responsible  material  assets." 

The  United  States  stands  third  among  the  countries 
of  the  world  in  its  Jewish  population. 

References : 

"  Justice  to  the  Jew,  the  Story  of  What  He  has  Done  for  the 
World,"  by  M.  C.  Roberts,  chapter  on  the  influence  of  the  Hebrew 
Commonwealth  upon  the  Origin  of  Republican  Government  in 
the  United  States. 

"Jews  in  America,"  by  C.  W.  Miller,  1915,  published  by 
C.  W.  Miller,  Xatchez,  Miss. 

"Jewish  Immigration  to  the  United  States  from  1881  to  1910," 
by  S.  Joseph,  1911. 

"  Organization  Problem  of  Jewish  Community  Life  in 
America,"  by  W.  D.  Waldman,  published  by  jSTational  Conference 
of  Jewish  Charities,  441  Fayette  St.,  Baltimore,  1916. 

"  The  Twenty-fifth  Anniversary  of  the  Jewish  Publication 
Society  of  America,"  published  by  the  Society,  1913,  Philadelphia. 

PAPER  NO.  3.  By 

Book  Review: 

"  The  Russian  Jew  in  the  United  States,"  by  Charles  S.  Bern- 
heimer.  Studies  of  social  conditions  in  'New  York,  Philadelphia 
and  Chicago,  with  a  description  of  rural  settlements.  "  Is  intended 
to  present  the  rise  and  development  of  the  Russian  Je^^'S  who  have 
come  to  the  United  States  during  the  past  twenty  years,  to  show  the 
qualities  they  brought  with  them,  to  present  the  facts  as  to  their 
adjustment  to  conditions  here  and  to  look  into  the  future."  — 
Preface.  It  contains  chapters  on  economic  and  industrial  con- 
ditions, religious  activities  and  social  life,  health  and  sanitation, 
rural  settlements,  etc. 

Or  "  Imported  Americans,"  by  Broughton  Brandenburg,  New 
York,  Frederick  A.  Stokes,  1904. 

Or  "  One  of  Them,"  by  Elizabeth  Hassnovitz.  Boston,  Hough- 
ton Mifflin  Co.,  1918.     Fiction. 


3932  Citizenship  Trainikg  iisr  Other  States 

Or  "Real  Enssiaiis,"  by  Sonia  E.  Howe.  (A  sympathetic  pic- 
ture of  Russian  life;  its  military  confines,  its  Red  Cross  and  its 
prisoners  and  especially  its  peasant  life  a  short  time  before  the 
revolution.)     New  York,  Lippincott,  $2. 

Or  "  Joseph  Pulitzer,"  by  Alleyne  Ireland. 

Or  "  With  Poor  Immigrants  to  America,"  by  Stephen  Graham, 
a  Russianized  Englishman,  New  York,  Harper  &  Bros.,  1914. 

Or  "  The  Promised  Land,"  by  Mary  Antin. 

Or  "  The  Chosen  People,"  by  Sidney  L.  Nyburg. 

PAPER  No.  4,  or  DISCUSSION.      By 

What  Do  You  Know  About  These  Famous  Jews  ? 
George   Brandeis,    Max   Nordau,    Sir    Francis    Palgrave,    the 
Rothchilds,  Alfred  Sutro,  Mrs.  Alfred  Sedgwdck,  Joseph  Pulitzer, 
Israel  Zangwill,  Charles  Walstein,  Sidney  Lee  Spinoza,  Jachim, 
Wieniawski,  Mme.  Zeisler,  Felix  Adler,  Disraeli? 

PART  III 
THE  NEW  I]\miGRATION 

The  difference  between  the  immigrants  from  northwestern 
and  southwestern  Europe  is  marked.  The  }>ercentage  of  illiteracy 
among  the  former  is  small,  among  the  latter  it  is  more  than  35  per 
cent.  The  number  of  skilled  workers  from  Great  Britain,  Scan- 
dinavia, Germany  and  France  is  large,  but  the  immigrants  from 
Italy,  Austro-Hungary,  Russia  and  the  Balkan  States  are  almost 
wholly  unskilled.  The  immigrants  from  the  first-mentioned  coun- 
tries come  to  make  America  their  home ;  a  large  percentage  of  those 
from  the  last-mentioned  countries  come  alone  with  the  expectation 
of  returning  to  the  fatherland  after  a  few  years  absence. 

The  people  of  northwestern  Europe  brought  with  them  religious 
and  political  ideals  which  made  their  assimilation  comparatively 
speaking  an  easy  matter,  but  the  peoples  of  southeastern  Europe  in 
these  respects  are  much  further  removed  from  American  standards 
and  the  work  of  assimilation  is  a  far  more  serious  task.  These 
differences  justify  dividing  European  immigrants  into  two  classes 
—  the  northwestern  and  the  southeastern;  the  major  part  of  the 
former  came  to  America  previous  to  1890  and  is  called  the  old 
immigration,  while  the  major  part  of  the  latter  came  since  that 
year  and  is  called  the  new  immigration. 

Among  the  new  immigrants,  the  prolific  Slav  race,  with  its  num- 
erous branches,  bring  the  greatest  numbers  and  presents  the  most 
difficult  problem  of  Americanization. 


NoETH   Carolina  3i93S 

The  Slavs,  in  America  —  Poles 
Slavic  immigration  to  America  can  be  divided  into  three  groups 
corresponding  to  ihe  racial  groupings  in  Europe,  out  of  which 
three  distinct  nations  are  now  emerging  and  seeking  recognition  at 
the  Peace  Conference.  Of  these  "  New  Nations,"  one  is  the 
reorganized  Poland,  with  Warsaw  as  the  capital  with  its  15,000,- 
000  people,  and  Danzig  as  its  hoped-for  outlet  to  the  sea.  The 
large  percentage  of  Jews  among  the  inhabitants  can  be  accounted 
for  bv  the  fact  that  Poland  early  threw  its  doors  open  to  Jews 
persecuted  in  Russia,  Spain,  England  and  practically  all  the  other 
countries.  One-fourth  of  the  population  today  is  Jewish,  the  rest 
is  Roman  Catholic. 

BoHEiMIANS 

Of  the  Slavs  in  America,  the  most  familiar  to  us  are  the  200,000 
Bohemians  in  and  around  Chicago,  and  those  employed  in  the  coal 
mines  of  West  Virginia  and  Illinois.  They  are  not  agi'icultural 
people;  coming  mostly  from  the  towns  and  villages,  they  go  into 
industrial  life.  Like  the  Poles  they  are  Roman  Catholics,  but 
many  in  America  become  iniidels  of  the  Robert  IngersoU  type. 

The  most  venturesome  of  the  Slavs,  the  Bohemians,  in  whom  the 
love  of  wandering  was  always  alive,  started  this  stream  of  immi- 
grants as  early  as  the  seventeenth  century,  sending  us  the  noblest 
of  their  sons  and  daughters,  the  heroes  and  heroines  of  the  reforma- 
tory wars,  idealists,  who  like  the  Pilgrim  Fathers,  came  for  Free- 
dom to  worship  God." —  Steinek. 

The  Jugo-Slavs 

These  "southern  "  Slavs  are  one  of  the  latest  national  groups  to 
be  recog-nized  as  an  independent  people.  They  number  about 
12,000,000,  their  religion  is  that  of  the  Greek  Church,  some  of 
them  are  Mohammedans.  In  America  we  know  them  as  the 
"  round  heads."  They  are  mostly  coal  miners.  One-fourth  of  them 
all  are  in  America.  The  Moravians  who  first  settled  in  Bethlehem, 
Pa.,  and  later  migrated  to  North  Carolina,  are  historical  descend- 
ants of  the  Czecho-Slovaks  of  the  time  of  John  Huss,  the  reformer, 
who  started  the  unsuccessful  revolution  in  Bohemia.  The  Hussites 
migrated  to  Saxony  and  established  their  capital  at  Hernhutte. 

Of  the  Slavs  the  Bulgarians  speak  the  most  ancient  of  all  the 
Slavic  langTiages ;  it  is  to  the  modern  Slav  what  Anglo-Saxon  is  to 
the  American.     The  Bulgarians  are  Orthodox  Greek  Catholics. 


3934:  Citizenship  Training  in  Other  States 

Ninth  Meeting 
Subject:  Iinmigrdtion  from  Souilicastern  Europe;  The  Slav 

PAPER  No.  1.  By . 

General  Characteristics  oe  the  Slav  Imaiiorant  and  tfik 
Home  From  "Vs'ittch  He  Comes 

References : 

"  The  New  Immigration,  a  Study  of  the  Industrial  and  Social 
Life  of  Southeastern  Europeans  in  the  United  States,"  by  Peter 
Roberts. 

"  On  the  Trail  of  the  Immigrant,"  by  Steiner. 

"  Immigration,"  by  Hall. 

"  Races  and  Immigrants,"  by  Commons. 

PAPER  No.  2.  By 

The  Slavs  in  their  New  Homf.s 

(This  paper  may  be  divided  into  three  parts  by  those  clubs  to 
which  the  Slav  presents  a  local  problem.) 

a.  The  Poles  and  Jugo  Slavs  in  Cleveland 

References : 

"  How  the  People  of  Detroit  are  Making  Americans  of  the  For- 
eigners," by  G.  Mason,  in  OiUlool',  September  27,  1916. 

"  The  Poles  in  the  United  States,"  in  Literary  Digest,  March  8, 
1919. 

Bulletins  on  the  "  Slovaks,"  the  "  Magyars,"  and  the  "  Poles  of 
Cleveland,"  published  by  Cleveland  Americanization  Committee, 
226  City  Hall,  Cleveland,  Ohio.     Ten  cents  each. 

"  My  Mother  and  I,"  by  E.  G.  Stern. 

h.  The  Bulgarians  with  Headquarters  at  Granite  City,  III. 

References: 
See  references  under  Paper  No.  1. 

c.  The  Bohemian  Coal  Miyiers 

References : 
"Bohemians,"  in  Literary  Digest,  April  5,   1919. 
See  references  under  Paper  No.  1. 

"  Slavs  on  Southern  Farms,"  Senate  Document  No.  595,  3(1 
Session,  61st  Congress. 


XoRTJi   Carolina  3'935 

PAPER  No.  3.  By 

Book  Review : 
Items  from  Current  Periodicals  on  the  Slavs  and  Their  Ameri- 
zatiou.    Or  "  My  Antonia,"  by  Villa  Cather.     Fiction. 

References : 

"  The  Story  of  Poland,"  by  Miss  Orvis. 

"  Poland,  Today  and  Yesterday,"  by  Neven  AVinter. 

"  Poland,  Knight  Among  Nations,"  by  Van  Norman. 

"  Poland,"  in  the  Story  of  the  Nations  Series. 

"Poland,"  in  Literary  Digest,  February  15,  1919. 

"  The  Proud  Artistic  Past  of  the  Czecho  Slovaks,"  in  The  New 
York  Times  Magazine,  March  2,  1919. 

"Rekindled  Fires,  Story  of  a  Bohemian  Immigrant  Family," 
by  Joseph  Anthony. 
Date Place 

Tenth  Meeting 

Subject:  The  Chinese  in  Avierica 
"  The  Chinese  immigration  was  of  a  much  earlier 
date  than  the  Japanese,  and  has  been  prohibited  by  law 
since  1882.  Those  reported  since  then  either  belong  to 
the  exempted  classes  or  have  entered  illegally.  The 
exempted  classes  are  merchants,  travellers,  teachers, 
students  and  officials  and  wives  and  minor  children  of 
certain  Chinese  residents  of  the  United  States.  The 
three  groups  that  give  employment  to  the  Japanese  and 
Chinese  are  farming,  domestic  service  and  laundrv  work. 
It  is  well  known  that  the  Japanese  are  more  numerous  in 
the  agricultural  pursuits  and  the  Chinese  in  domestic 
service  and  laundry  work." —  Bulletin  127. 

PAPER  No.  1.  Bv 

The  Story  of  the  Chinese  on  the  Pacific  Coast  ;  The  Im- 
migration Treaty  of  1880  and  the  Chinese  Exclusion  Act 

OF  1882. 

References : 
"  Chinese  Immigration,"  by  Mary  Roberts  Coolidge, 
"Allies  on  the  Pacific,"  in  World's  Worl-.  November,  1918. 
"  Reenter  China,"  by  0.  M.  Savior,  in  Neio  Repuhlic,  Novem- 
ber 20,  1918. 


3936  Citizenship  Training  in  Other  States 

"  Emigration  and  Immigi-ation,"  by  Richmond  M.  Smith, 
Chapter  on  Chinese  Immigration  and  Restrictions  on  Immigration. 

"  Immigration,"  by  Prescott  Hall,  chapter  on  History  of 
Chinese  Immigration  Legislation. 

"  Chinese  and  Japanese  in  the  United  States,"  in  Bulletin  127, 
1910,  Department  of  Commerce,  Bureau  of  the  Census. 

"  Labor  Problems,"  by  Adams  and  Sumner,  chapter  on  Chinese 
Immigration,  page  99. 

Treaty-Laws  and  Rules  Governing  the  Admission  of  Chinese, 
May  1,  1917  (latest  oflB.cial  document).  Department  of  Labor. 

PAPER  Xo.  2.  By 

The  Chinese  as  Citizens  of  the  Xew  World.    Is  it  Possible 
FOR  America  to  Assimilate  the  (3eiental  ? 

References : 

"  Your  Chinese  ISTeighbors,"  by  J.  K.  Winslow,  in  Woi^ld's 
WorJc,  August,  1918. 

"  Races  and  Immigrants,"  by  Commons. 

"  About  Chinamen,"  in  Public  Opinion,  February,  1918. 

"  Teaching  English  to  Chinese  Students,"  by  L.  B.  Lenz,  in 
Educational  Review,  June,  1918. 

"Asiatic  Women  in  America,"  bv  M.  E.  Burton,  in  M issionai'v 
Review,  October,  1918. 

"  A  Chinese  Student  Visits  x\merica,"  in  ^Yorld's  YVorJx, 
August,  1918. 

"Americanization,  the  California  Program,"  Bulletin  of  Cali- 
fornia State  Printing  Office,  Sacramento,  January,  1919. 


PAPER  '^o.  3,  or  DISCUSSIOK  By 

American-Chinese  Relations 

"  The  essence  of  the  immigration  problem  is  the 
enforced  competition  between  laborers  with  a  low  stand- 
ard of  life  and  laborers  with  a  high  standard." — Sumner. 

References : 

"  Chinese  Immigration,"  by  Mary  Roberts  Coolidge. 

''China,"  in  YVorld's  ^Yorh,  December,  1918. 

"  Tay)ping  China's  Reservoir  of  ^Inn  Power,"  in  Scientifc 
Amy:ricun,  February  10,  1918, 

''  Our  Great  Field  for  Trade  in  China,"  in  Lilcrnr'/  Digest,  Juiv 
IC,  lOlS. 


N'oRTH   Carolina  3'937 

"International  Relations  of  China,  Japan  and  the  United 
States,"  by  J.  B.  Scott  in  the  American  Journal  of  International 
Law,  October  17  and  January  18. 

Eleventh  Meeting 
Subject:  The  Japanese  in  America 
"  I  would  like  to  show  you  how  these  children,  whether 
Japanese  or  Amei-ican,  no  matter  what  their  source,  stood 
every  morning  before  the  American  flag  and  raised  their 
little  hands  and  pledged  themselves  to  one  language,  one 
country  and  one  God." —  Fbanklin  K.  Lane. 

PAPER  ]Sro.  1.  By 

Japanese  Labor  and  Art  in  the  United  States 

References : 

"  Japan's  Growing  Industrial  and  Foreign  Trade,"  in  Scientific 
American,  July  13,  1918. 

"  The  Japanese  Problem,"  by  W.  A.  Millis,  chapter  II  on  Jap- 
anese Wage  Earners  in  Industrial  Pursuits. 

"  Allies  on  the  Pacific,"  in  World's  Worlc,  November,  1918. 

"  Japanese  Workshop  with  Yankee  Ways,"  in  Literary  Digest, 
June  28,  1918. 

"Americanization,"  by  Talbot,  chapter  on  Are  Japanese  Assimil- 
able ?  bv  Sidnev  Gulick, 

PAPER  No.  2.  By 

Japanese  Students  in  the  United  States.    Laws  in  Regard 

TO  Their  Admittance 
References : 

"  International  Comity  and  the  Japanese  Woman,"  by  J.  M. 
McKim  in  The  North  American,  August,  1918. 

"'  Japan's  Thwarted  Emigration,"  by  W.  E.  Weyl,  in  Asia, 
May,  1918. 

"America  and  Japan,"  in  New  Republic,  March  23,  1918. 

"  Facts  in  a  Xutshell  about  Immigration,  Yellow  and  White," 
4-13  — St.,  K  W.  Washington,  D.  C,  Thomas,  $0.15. 

"  Labor  Problems,"  by  Adams  and  Sumner,  chapter  on  Jap- 
anese Immigration,  page  99. 

123 


3938  Citizenship  Traixixg  ix  Other  States 

PAPER  ISTo.  3.  By 

Book  Review: 
''  The  Japanese  Problem  in  the  United  States,"  by  H.  A.  Millis. 
Or  "  The  American  Japanese  Problem,"  by  Sidney  Gulick. 
Or  "  The  Japanese  Crisis,"  by  Jas.  A.  B.  Scherer. 
Or  "  Democracy  and  Education,"  by  Oliver  W.   Stewart,   in 

National  Enquirer,  Indianapolis, 

General  References  on  Japan  and  Japanese  in  America 

"America  to  Japan,"  by  Lindsay  Russell. 

"  Japan  at  First  Hand,"  by  Clark. 

"  What  the  Mikado's  Kays-'  Has  Done  for  the  Allied  Cause,"  by 
A.  Ivinnosuka,  in  Scientific  American,  March,  1918. 

"  Influence  of  Democracy  on  Japan,"  by  E.   I.   Suginoto,  in 
World's  Work,  November,  1918. 

For  complete  statistics  on   Japanese  population,  see  BuUelin 
127,  Department  of  Commerce,  Bureau  of  the  Census,  1910. 
Date   Place 

Twelfth  Meeting 

Subject:  The  Immigrant  and  the  Law  —  Naturalization 
"Flag  of  our  Republic,  inspirer  in  battle,  guardian 
of  our  homes,  whose  stars  and  stripes  stand  for  bravery, 
purity,  truth  and  union,  we  salute  thee !  We,  the 
natives  of  distant  lands  do  pledge  our  sacred  honor  to 
love  and  protect  thee,  our  country  and  the  1  liberty  of  the 
American  people  forever." 

PAPER   Is^o.    1.  Bv    


Immigration   Legislaiion 
References : 

"A  comprehensive  Immigration  Policy  and  Program,"  by  S.  L. 
Gulick,  in  Scientific  Monthly,  March,  1918. 

"  The  Future  in  America,"  by  Vv'ells,  chapter  on  The 
Immigrant. 

"Immigration,"  by  Hall,  Appendix  III,  United  Slates  Immi- 
gration Laws. 

"  Races  and  Immigrants,"  by  Commons,  chapter  on  Immigra- 
tion Legislation. 

"The  Xew  Immigration,"  by  Roberts,  chapter  on  Politics. 


North   Carolina  3939 


PAPER  No.  2.  By 

Who  May  Be  Naturalized  and  How 

References : 

"  Teachers'  Manual.  Standard  Course  of  Instruction  for  Candi- 
dates for  Citizenship,"  U.  S.  Bureau  of  Naturalization,  BnUetin. 

"Americanization,"  by  Talbot,  chapter  on  Naturalization, 
page  261. 

'^  Labor  Problems,"  by  Adams  and  Sumner,  chapter  on  Legis- 
lation, page  93. 

"  The  New  Immigration,"  by  Roberts,  chapter  on  The  Immi- 
gration Problems. 

"Races  and  Immigrants,"  by  Commons,  chapter  on  Naturaliza- 
tion, page  188. 

PAPER  No.   3.  By   

Book  Review 
"  The  Future  in  America,"  by  Wells. 
Or  "  The  Invaders,"  by  Frances  N.  Allen.     Fiction. 
Or  "A  Far  Journey,"  by  A.  M.  Ribany. 

Discussion: 
Effects  of  the  War  on  Immigi'ation  and  the  Future  Immigra- 
tion Policies.  Do  you  agree  with  Wells  ?  "  The  European 
countries  are  not  unlimited  reservoirs  of  offspring.  As  they  pass 
from  their  old  conditions  into  more  and  more  completely  organ- 
ized modern  industrial  states,  they  develop  a  new  internal 
equilibrium  and  cease  to  secrete  an  excess  of  population.  England 
no  longer  supplies  any  great  quantity  of  Americans,  Scotland 
barely  any,  France  is  exhausted,  Ireland,  Germany,  Scandinavia 
have,  it  seems,  disgorged  all  their  surplus  load  and  now  run  dry. 
These  are  all  mitigations  of  the  outlook,  but  still  the  dark  shadow 
of  disastrous  possibility  remains.  The  immigrant  comes  to 
weaken  and  confuse  the  counsels  of  labor,  to  serve  the  purposes 
of  corruption,  to  complicate  any  economic  and  social  development 
of  that  national  consciousness  and  will  on  which  the  hope  of  the 
future  depends." 

Date   Place 


3940  CrnzExsiiiP  Tkai:n-ing  ix  Other  States 

PART  IV 

FUTURE  IIMjMIGRATIOX  POLICIES  AND  LABOR  PROBLEMS 
"Hitherto,  immigration  legislation,  except  as  to  the 
Chinese,  has  heen  non-restrictive;  over  the  President's 
veto,  this  has  now  been  changed,  and  the  illiterate,  irre- 
spective of  character,  mental  or  physical  condition,  are 
to  be  excluded.  This  fundamental  controversy  is  for 
the  present,  at  least,  settled ;  both  sides  should  now  enlist 
in  the  campaign  to  secure  for  those  immigrants  who 
pass  the  tests  for  admission,  that  protection  from  abuse 
and  wrong  which  their  helplessness  demands  and  which 
an  enlightened  self-interest  would  seem  to  require. 
And  when  this  shall  have  been  secured,  perhaps  we  shall 
have  learned  that  it  is  neither  desirable  nor  possible  to 
fit  human  beings  into  a  single  mold ;  that  true  American- 
ization can  best  be  attained  by  the  development  of  each 
immigrant's  inherent  latent  powers;  that  each  of  the 
older  nations,  through  its  emigrants,  can  contribute  in 
the  future  as  each  has  contributed  in  the  past ;  spiritual, 
moral,  mental,  physical  or  aesthetic  essential  for  the 
realization  of  an  ideal  America."  — -  Julian  M.  Mack. 

The  effects  of  the  war  on  immigration  and  the  future  immi- 
gration problems  are  variously  stated ;  by  one  authority : 
"America  faces  today  a  situation  unparalleled  in  its  history. 
Hundreds  of  thousands  of  immigrants  are  clamoring  to  leave  its 
shores,  held  back  only  by  passjjort  restrictions  and  food  scarcity." 
Grace  Abbott  looks  at  it  from  the  point  of  view  of  the  old 
countries  burdened  with  war  debts  and  overstocked  with  women: 
"  The  numbers  that  will  crowd  the  steerage  with  the  re-establish- 
ment of  peace  and  the  parts  of  Europe  from  which  they  will 
come  cannot  now  be  determined  with  exactness."  But  we  can 
be  sure  that  the  "  ISTew  Immigration  "  will  bring  new  aspects  of 
the  old  problems.  It  is,  for  example,  reasonable  to  expect  that 
the  proportion  of  women  among  those  who  will  seek  to  enter  the 
United  States  will  be  larger  after  than  it  was  before  the  war. 
This  will  mean  that  the  "  Special  Problems  of  the  Immigrant 
Girl"  will  become  more  serious.  Miss  Abbott's  book,  "The 
Immigrant  and  the  Community,"  which  is  founded  on  eight  years' 
work  with  the  Immigrants'  Protective  League,  and  seven  years 
of  residence  at  Hull  House,  Chicago,  furnishes  the  connecting 
link  between  the  problems  of  the  immigrant  on  entering  the  new 


North  Oakolina  3i941 

country  and  those  that  grow  out  of  his  life  and  work  in  his 
new  home.  These  problems  are  largely  economic  ones  and  an 
inquiry  into  some  of  the  conditions  and  facts  recognized  by  the 
student  of  economics  will  throw  light  on  this  phase  of 
Americanization. 

Thirteenth  Meethstg 
Subject:  The  Immigrant  in  His  New  Home 
Frederic  C.  Howe,  Commissioner  of  Immigration,  believes  that 
immigration  in  America  after  the  war  will  center  around  the 
idea  of  ownership  of  land.  In  America  in  the  recent  past,  immi- 
grants have  settled  in  the  cities  because  they  cannot  do  what 
earlier  immigrants  did,  namely,  acquire  cheap  land  in  the  west. 

PAPER  No.    1.  By 

The    Distrieutiox    of    Immigrants    axd    the    Trades    They 

Enter 

References : 

"Labor  Problems,"  by  Adams  and  Sum.ner,  page  Y5. 

"  Immigration,"  by  Hall,  chapter  on  Economic  Conditions. 

"  On  the  Trail  of  the  Immigrant,"  by  Steiner,  chapter  on  The 

New  Problem. 

"  Races  and  Immigrants,"  by  Commons,  chapter  on  Labor  and 
City  Life. 

"  The  New  Immigration,"  by  Roberts,  chapter  on  Camp  and 
Town  Life  and  Cities  Where  They  Gather. 

"  Fair  Play  for  the  Workers,"  by  Grant,  chapter  on  the  Work- 
ing Man  and  Patriotism. 

PAPER  No.   2.  By    

Social  and  Religious  Customs  and  Standards 

References : 
"  The   New  Immigration,"   by  Roberts,   chapter   on   Housing 
Conditions  and  Home  Life  and  Culture. 

"  Labor  Problems,"  by  Adams  and  Sumner,  chapter  on  The 
Standards  of  Life,  page  80. 

"  Fair  Play  for  the  Workers,"  by  Grant,  chapter  on  The 
Influence  of  Religion. 


3942  Citizenship  Training  in  Other  States 

"The  "New  Immigration,"  by  Roberts,  chapter  on  Societies, 
Churches  and  Recreation. 

"Americanization,"  by  Talbot,  chapter  on  The  Immigrant 
Family,  by  S.  P.  Breckinridge. 

"  Schemes  to  Distribute  Immigrants,"  by  Samuel  Gompers  in 
Senate  Document  No.  21,  3d  Session,  G3d  Congress. 


PAPER  No.  3.  By 

Book  Review : 
"  Story  of  ITow  I  Became  an  American  Woman,"  by  Stern. 

DISCUSSION.  By 

foeeigners  as  domestic   servants,  and   agencies  for  the 

Protection  of  Immigrants 

References : 
Annual   Report  of  League  for  Protection  of  Immigrants  in 
"  Statements   by   Societies   Interested   in   Immigration,"   United 
States  Bulletin. 


Date   Place 


Fourteenth  Meeting 

Subject:  Labor  Problems  Growing  Out  of  Recent  Immigration 
"  It  was  economic  freedom  that  made  America  what 
she  is.  It  was  this  that  lies  at  the  foundation  of  our 
Democracy.  It  was  freedom  of  access  to  the  earth  and 
all  its  fullness,  it  was  this  that  gave  us  industrial  emi- 
nence. It  is  the  passing  of  this  freedom,  it  is  the  enclos- 
ure of  the  land  and  coming  of  the  tenant  that  has  brought 
down  the  curse  of  poverty  upon  us  as  it  did  in  Rome, 
just  as  it  did  in  France,  just  as  it  did  in  Ireland,  and 
just  as  it  did  in  England  at  a  later  day. —  Frederic 
C.  Howe  in  "  Privilege  and  Democracy." 

PAPER   No.    1.  By    

The  Land  and  the  Immigrant 

References : 

"Emigration  and  Immigration,"  by  R.  M.  Smith,  chapter  IV 
:m  Immigration  and  Population. 


North   Carolina  3943 

"Races      and      Immigrants,"      by      Commons,      cTiapter      on 
Landlordism. 

"Privilege  and  Democracy,"  by  Howe,  chapter  on  Land  Values. 
"Immigration,"  by  Hall,  page  137. 


PAPER  No.  2.  Bv 


Industrial  and  Social  Problems 
References : 

"The  New  Freedom,"  by  Woodrow  Wilson. 

"On  the  Trail  of  the  Immigrant,"  by  Steiner,  chapters  20-25. 

"  Privilege  and  Democracv."'  bv  Howe. 

"American  Ideals,"  by  Cooper. 

"  The  New  Immigration,"  by  Roberts,  chapter  IV  on  Industrial 
Life. 

"Labor  Problems,"  by  Adams  and  Sumner,  chapter  on  The 
Sweating  System  and  following  chapters. 

PAPER  No.  3.  By 

Labor  Unions:  Their  GRO^^'TH  and  Infll"e:sce 
"  To  the  adult  immigrants  the  labor  union  is  the 
strongest  Americanization  force.  The  union  teaches 
them  self-government  through  obedience  to  oflicers 
elected  by  themselves.  It  frees  them  from  the  spirit 
of  subservience  and  gives  them  their  primary  lessons 
in  democracy,  which  is  liberty  through  law."  From 
"Americanization  Through  Union,"  article  in  The 
World  Today,  October,  19^03. 

References : 

"Fair  Play  for  the  Workers,"  by  Grant,  chapter  on  Labor 
Organization  and  Its  Influence  on  Our  Problems. 

"  Trade  Unionism  and  Labor  Problems,"  by  Commons. 

"  Co-operative  Finance,"  by  Herbert  jMyrick,  chapters  on  Labor 
Unions  and  Various  Trades. 

"  Industrial  Efficiency,"  by  Shadwell,  chapter  on  Trade  Unions 
in  Vol.  IL 

"Labor  Problems,"  by  Adams  and  Sumner,  chapter  on  Labor 
Organization. 

"  Trade  Unionism  and  Social  Problems,"  by  Fred  Harrison. 

Date Place   


3944  Citizenship  Training  in  Other  States 

Fifteenth  Meeting 

Subject:     Socialism,  or  Attempts  to  Reconcile  Capital  and  Labor 

"  The  strongest  bond  of  sympathy  outside  the  family 
relation  should  be  the  one  uniting  all  working  people  of 
all  nations  and  tongues  and  kindred."  —  Abraham 
Lincoln. 


PAPER  No.  1.  By 


Definitions  anb  Principals  of  Sotialism,  Anarchism,  Com- 
munism, Bolshevism,  and  Their  Relation  to  Labor, 
Capital  and  Wealth 

References : 

"Fair  Play  for  the  Workers,"  by  Grant;  chapter  on  "What 
the  Working  Men  Want." 

"Races  and  Immigrants/'  by  Commons;  chapter  on  Socialism, 
page  181. 

''New  Immigration,"  by  Roberts;  references  to  Socialism, 

"American  Socialism  of  the  Present  Day,"  by  Ilughan. 

"  Industrial  Liberty,"  Bonhan. 

"National  and  Social  Problems,"  by  Fred  Harrison.  (For 
tile  Positivist  theory  of  capital  and  labor.)     Part  III. 

"Labor  Laws,"  by  Adams  and  Sumner. 

Any  standard  work  on  Economics. 

"The  Relation  between  Labor  and  Capital  and  Reconstruc- 
tion," in  American  Educational  Review,  December,  1918. 

PAPER  No.  2.  By   

The  Burden  of  Wealth  and  the  Responsibility  of  Leisure- 

References : 

"  Society  and  Culture  in  Changing  America,"  by  Ross, 
"Fair   Play  for   the  Workers,"   by   Grant;   chapter  on   "Are 

Rich  Americans  aiding  Americanization?" 

"Privilege  and  Democracy  in  America,"  by  Frederick  C,  Howe. 

"Democracy  and  Social  Ethics,"  by  Jane  Addams, 

"  The  Wealth  and  Income  of  the  People  of  the  United  States," 

by  W,  L  King. 

Chapters  under  "Wealth"  in  any  work  on  economics, 

"  Tlie  Distribution  of  Wealth,"  by  N.   Carver. 

"Work  and  Wealth,"  by  J.  A.  Ilobson,  chapter  XV  on  "The 

Distribution  of  Leisure." 


IToRTir  Carolhsta  3'945 

PAPER  Js^o.  3,  or  DISCUSSION.        Bv 

The  Waste  of  Ignorance 
"A  nation  has  a  moral  obligation  to  prevent  waste  in  the 
interests  of  those  who  are  lacking  in  the  necessities  of  life 
and  the  social  opportunity  which  is  built  upon  substantial 
income.  There  is  enough  food  wasted  daily  in  ISTew  York 
to  give  argument  to  an  army  of  anarchists."  —  Sir  Herbert 
B.   Tree. 

References : 
"  Misery  and  Its  Causes,"  by  Ed.  T.  Divine. 
"Ten  Lessons  in  Thrift,"  and  other  publications  on  the  "War 
Savings  Division,  Treasury  Department,  Washington,  D.  C. 
Date Place 

iSixTEENTir  Meeting 
Subject:     Changing  America 
A  survey  of  some  of  the  forward-looking  movements  that  are 
tending  to  overcome  social  and  racial  antagonisms  and  to  promote 
industrial  and  national  stability. 

A  study  of  any  two  of  the  following  topics  with  the  recent 
periodical  literature  on  the  subject  will  probably  be  sufficient  for 
one  meeting. 

PAPER.  No.   1.  By   

Social  Unit  Organizations 
References : 
"  The  Town  Meeting,"  by  John  Fiske. 
"The  Community  Drama,"  by  Percy  MacKaye. 
"The    New    Immigration,"    by    Roberts,    chapter    XXI,    on 
"Reaching  the  Newcomer." 

"  The  School  Center  and  the  Immigrant,"  in  Playground, 
February,  1917. 

PAPER  No.  2.  By   

New  Ideals  in  Education 

a.     Training  for  CitizenshijJ 

References : 

'Prospective  Changes   in   Educational   Standards,"   in   School 
u,nd  Society,  December  7,   1918. 


394G  Citizenship  TrvAixi>'G  ix  Other   States 

b.     Education  Tlwoitgh  Play 
"The    Play    Movement    and    Its    Significance/'    references    in 
Playground. 

c.  Tesfs  for  College  Entrance;  Meamring  Ability  to  Learn, 
Rather  than  Amount  Acquired. 

"  Standard  Tests  for  Teachers'  Use,"  by  G.  C.  Swift,  in  School 
and  Society,  July  27,  1918. 

"Use  of  Intelligence  Tests  in  the  Educational  Guidance  of 
High  School  Pupils,"  in  School  and  Society,  October  19  and  20, 
1918. 

PAPER  Xo.  3.  By 

Pexal   Reforms,   with    Preventive   axd   Corrective   Treat- 
ment, Rather  than  Punishment,  as  the  Purpose 

a.     Lii  the  Army 
"  Prison  Reform  at  the  United  States  Disciplinary  Barracks," 
in  Proceedings  National  Conference  Social  Work,  1918. 

b.     In  State  Supervision  and  Control  of  Delinquents 
"  Punishment  and  Reformation,"  bv  Frederick  H.  Wines.     An 
historical  sketch  of  the  rise  of  the  penitentiary  system. 


PAPER  ^0.  4.  By   

Social,  Insurance 
References : 
"Social  Insurance,"  by  Henry  Rogers  Seager. 
"Social  Insurance,"  by  I.  M.  Rubinow. 

Book  Review: 
"  Xationalizino-  America,"  bv  Edward  A.  Steiner. 
Date Place 


CHAPTER  XXXI 

North  Dakota 

Miss  Mi:vNiE  J.  ISTiELSox,  State  Superintendent  of  Public  histruc- 
tion.  Letter,  October  27,  1919.  Bulletin,  "General  School 
Laws  with  1917  Enactments."  Circular  A-17,  issued  by  the 
State  Department  of  Education. 

L     State    Legislation  —  Facilities   for   Minors   and   Minors    of 

Employment  Age 

General  School  Laws.     Article  15.     "  Compulsory  Education  and 

Medical  Inspection.'' 

1342.  School  age.  Who  exempt  from  compulsory  attend- 
ance. Every  parent,  guardian  or  other  person  Avho  resides  in  any 
school  district  or  city  and  who  has  control  over  any  child  of  or 
between  the  ages  of  eight  and  fifteen,  inclusive,  shall  send  or  take 
such  child  to  a  public  school  in  each  year  during  the  entire  time  the 
public  schools  of  such  district  or  city  are  in  session;  and  every 
parent,  guardian  or  other  person  having  control  over  any  deaf, 
blind  or  feeble-minded  child  or  youth  between  the  ages  of  seven 
and  twenty-one  years  of  age  shall  be  required  to  send  such  deaf 
child  to  the  school  for  the  deaf  at  the  city  of  Devils  Lake  for  the 
entire  school  year  unless  excused  by  the  superintendent  or  prin- 
cipal of  such  school,  such  blind  child  to  the  school  for  the  blind 
at  Bathgate  for  the  entire  school  year  unless  excused  by  the 
superintendent  or  principal  of  such  school,  and  such  feeble- 
minded child  to  the  institution  for  the  feeble-minded  at  Grafton; 
provided,  that  such  parent,  guardian  or  other  person  having  con- 
trol of  any  child  shall  be  excused  from  such  duty  by  the  school 
board  of  the  district  or  by  the  board  of  education  of  the  city  or 
village  whenever  it  shall  be  shown  to  their  satisfaction,  subject 
to  appeal  as  provided  by  law,  that  one  of  the  following  reasons 
therefor  exists: 

1.  That  such  child  is  taught  for  the  same  length  of  time  in  a 
parochial  or  private  school  approved  by  the  county  superintendent 
of  schools  subject  to  appeal  to  the  superintendent  of  public  instruc- 
tion; that  no  school  shall  be  approved  by  the  county  superin- 
tendent of  schools  or  superintendent  of  public  instruction  unless 
the  branches  usually  taught  in  the  public  schools  are  taught  in 
such  schools. 

[3947] 


3948  CiTizE>-sHip  Traixing  ix  Othee  States 

2.  That  such  child  is  actually  necessary  to  the  support  of  the 
family. 

3.  That  such  child  has  already  acquired  the  branches  of  learn- 
ing taught  in  the  public  schools. 

4.  That  such  child  is  in  such  a  physical  or  mental  condition 
(as  declared  by  a  licensed  physician,  if  required  by  the  board) 
as  to  render  such  attendance  inexpedient  or  impracticable. 

5.  If  no  school  is  taught  the  requisite  length  of  time  within 
two  and  one-quarter  miles  of  the  residence  of  such  child  by  the 
nearest  route,  such  attendance  shall  not  be  enforced,  except  in 
cases  of  consolidated  schools,  where  the  school  board  has  arranged 
for  the  transportation  of  pupils.  In  school  districts  where  con- 
solidated schools  have  not  been  established,  the  school  board  shall 
pay  a  sum  not  to  exceed  thirty-five  cents  nor  less  than  fifteen 
cents  per  day  to  any  one  family  living  more  than  two  and  one- 
quarter  miles  from  the  nearest  school,  which  shall  be  equitably 
based  upon  the  number  of  children  attending  school  from  each 
family;  provided,  that  the  tender  of  such  a  daily  compensation 
shall  be  construed  as  furnishing  transportation  and  when  such 
a  tender  is  made  by  the  school  board,  the  compulsory  attendance 
law  shall  apply  to  all  children  of  school  age  living  more  than  two 
and  one-quarter  and  not  to  exceed  five  miles  from  school ;  provided, 
further,  that  the  provisions  for  transportation  shall  not  apply  to 
deaf,  blind  and  feeble-minded  children  in  this  state,  and  this 
section  shall  not  be  construed  to  apply  to  parents,  gTiardians  or 
other  persons  having  control  of  any  child  or  children  between  the 
ages  of  eight  and  fifteen,  inclusive,  who  desire  to  send  such  child 
or  children  for  a  total  period  of  not  exceeding  six  months,  which 
may  be  taken  in  one  or  more  years,  to  any  parochial  school  for 
the  purpose  of  preparing  such  child  or  children  for  certain 
religious  duties.  It  shall  be  the  duty  of  the  clerk  of  the  school 
board  to  include  in  his  annual  statement  an  item  setting  forth 
the  amount  spent  for  the  transportation  of  pupils. 


North  Dakota  3949 

2.     State  Legislation  —  Facilities  for  Adults 

Evening  Public  School  Circular  A-17. 

EVEXIXG  PUBLIC  SCHOOL  CIRCULAR  GIVING  THE 
REGULATIOXS  THAT  MUST  BE  COMPLIED  WITH 
IX  ORDER  TO  SECURE  STATE  AID  AS  EVEXIXG 
PUBLIC  SCHOOLS 

Issued   by   the   State   Department   of   Education,   N.   C.    Macdonald,   Superin- 
tendent, Bismarclv,  Xorth  Dakota, 
September,   1917. 


General  Statement 
The  organization  of  the  evening  public  schools  is  provided  for 
by  House  Bill  81,  Session  Laws,  1917.  Pursuant  to  the  powers 
conferred  upon  the  State  Department  of  Education  by  this  act, 
the  State  Superintendent  of  Public  Instruction,  after  conferring 
with  several  educators  of  the  state,  has  formulated  these  general 
regulations  for  the  conduct  of  evening  public  schools. 

The  Regulations 
The  regulations  that  give  the  requirements  that  must  be  com- 
plied with  in  order  to  secure  state  aid  for  evening  public  schools 
are  as  follows: 

1,  Purposes 

The  i^urposes  of  the  evening  public  school  act  are  construed 
to  be  as  follows: 

(1)  To  Americanize  foreigners,  and  to  promote  the  growth  of 
American  ideas  and  ideals  as  they  pertain  to  good  citizenship. 

(2)  To  increase  the  civic  and  industrial  efficiency  of  those  who 
have  had  little  or  no  opportunity  for  such  training  in  early  youth. 

(3)  To  give  vocational  training  to  those  feeling  the  need 
thereof. 

2.  Teachers 

Xo  one  shall  be  permitted  to  teach  in  these  evening  public 
schools  who  does  not  hold  a  valid  certificate  authorizing  him  to 
teach  the  same  subjects  in  the  day  public  schools. 

3.     Course  of  Study 
(1)    The  common  school  subjects  as  named  in  section  1383  of 
the  1915   School  Laws  and  as  outlined  in  the  State  Course  of 
Study  for  Common  Schools  shall  be  taue-ht  where  desired ;  but 


3950  Citizenship  Training  in  Other  States 

special  emphasis  shall  be  placed  upon  the  teaching  of  reading, 
spelling,  writing,  language  lessons,  civics,  and  United  States  his- 
tory. Instruction  in  high  school  subjects  shall  be  provided  for 
qualified  students  desiring  the  same.  No  foreign  language  shall 
be  taught  in  any  evening  public  school,  except  to  those  who  have 
completed  the  eighth  grade.  The  books  used  should  be  those 
especially  prepared  for  and  adapted  to  this  particular  type  of 
school. 

(2)  Instruction  in  any  or  all  of  the  industrial  subjects,  that 
schools  are  properly  prepared  to  offer,  shall  be  given  to  qualified 
students  where  desired. 

4.     Enrollment  and  Attendance 
These  schools  must  have  at  least  ten  enrolled  and  must  have 
an  actual  per  cent,  of  attendance  of  50.       (To  find  the  actual 
per  cent,  of  attendance,  divide  average  daily  attendance  by  the 
total  enrollment.) 

5.  Hoiu  Organized 

If  a  petition  signed  by  ten  or  more  resident  persons  over 
sixteen  years  of  age  is  presented  to  the  school  board  or  board  of 
education  in  any  school  district  of  the  state,  asking  for  the  organ- 
ization of  an  evening  public  school,  it  shall  be  the  duty  of  such 
board  to  establish  such  evening  school  to  run  at  least  three  months 
during  the  school  year  and  to  continue  in  session  not  less  than 
three  evenings  per  week  of  at  least  two  hours  per  evening.  In 
case  of  the  failure  of  the  school  board  or  board  of  education  to 
do  so,  the  state  superintendent  will  direct  that  such  evening  school 
be  maintained. 

6.  WJio  May  Attend 

All  evening  public  schools  shall  be  open  to  all  resident  persons 
over  sixteen  years  of  age  who  from  any  cause  are  unable  to  attend 
the  day  public  schools  of  the  district.  Attendance  at  an  evening 
public  school,  however,  will  not  be  accepted  as  an  excuse  from 
anyone  of  or  between  the  seventh  and  seventeenth  birthdays  for 
failing  to  attend  the  day  public  schools,  as  required  by  law. 

V.     Inspection,  Application  and  State  Aid 

No  evening  school  shall  share  in  any  part  of  the  state  aid  for 
such  schools  unless  inspected  by  a  representative  of  the  State 
Department  of  Education,  and  until  an  application  for  state  aid 


N'oKTH  Dakota  3951 

has  been  filed  and  approved.  Requests  for  inspection  should  he 
made  on  or  before  Janiiary  first.  The  applications  for  state  aid 
must  be  filed  in  the  office  of  the  State  Superintendent  of  Public 
Instruction  on  or  before  June  thirtieth  of  each  year. 

Under  the  present  law  the  sum  of  $7,000  is  available  for  one 
year  only.  This  will  be  apportioned  among  the  schools  qualified 
to  receive  such  aid.  One-half  of  the  salary  of  all  teachers  teach- 
ing in  the  evening  public  schools  will  be  paid  by  the  state,  pro- 
vided there  are  sufficient  funds  to  do  so ;  but  in  the  absence  thereof, 
the  sum  available  will  be  apportioned  pro  rata  among  the  schools 
entitled  thereto. 

3.     Letter  from  Miss  Minnie  J.   Nielson,   State   Superintendent   of 
Public  Instruction,  October  27,  1819: 

'^  The  very  first  item  on  the  program  of  this  department 
is  that  of  Americanization  with  particular  attention  to  the 
teaching  of  English,  the  reducing  of  illiteracy  and  the 
enforcement  of  the  North  Dakota  Compulsory  School  Attend- 
ance Law.  This  program  has  been  adopted  by  each  of  the 
fifty-three  county  superintendents  of  North  Dakota. 

"Americanization  is  to  be  made  a  major  theme  at  the  state 
meeting  of  the  North  Dakota  Educational  Association  next 
month. 

"  The  evening  school  is  emphasized  as  one  of  the  impor- 
tant agencies  in  Americanization.  I  am  enclosing  a  copy 
of  a  pamphlet  bearing  on  the  organization  of  such  schools 
in  this  state.  Provision  is  made  for  appropriation  of  $7,000 
as  state  aid  to  evening  schools." 


CHAPTER  XXXII 

Ohio 

T.  Howard  Winters,  Inspector  of  Teacher  Training,  Depart- 
ment of  Public  Instruction,  Columbus.  Letter,  October  27, 
1919. 

School  Laivs  Not  Available. 

1.     Citizenship  Training  in  Akron 

a.  LETTER  FROM   E.   C.   VERMILLION,  DIRECTOR   OF   AMERICANIZA- 
TION,   AKRON,    NOVEMBER    7,    1919: 

"  In  this  city  we  have  taken  the  Americanization  program 
as  a  community  problem,  believing  that  that  is  the  most 
successful  way  in  which  results  can  be  accomplished.  We 
have  every  agency  in  the  city  co-operating  under  the  direc- 
tion of  this  department.  We  have  an  advisory  committee 
for  this  department  of  from  twenty-five  to  fifty  men  of  each 
of  the  foreign  groups  and  the  results  obtained  by  creating 
in  the  groups  an  interest  and  enthusiasm  are  very  satis- 
factory, and  I  am  personally  much  opposed  to  any  law  which 
would  make  it  compulsory  for  this  work.  We  are  operating 
classes  in  the  foreign  churches  of  the  city  and  some  of  the 
foreign  schools  have  been  turned  over  to  us  for  the  teaching 
of  the  language.  The  foreign  societies  of  the  city  are  adopt- 
ing policies  that  in  each  of  their  meetings  a  part  of  their 
program  shall  be  an  address  in  English  by  an  American. 
The  foreign  newspapers,  of  which  we  have  five  in  the  city, 
are  planning  to  form  a  foreign  editors'  association  and  have 
asked  me  to  be  its  chairman,  their  policy  being  to  devote 
at  least  two  columns  in  each  issue  of  their  paper  to  English. 
With  this  spirit  of  co-operation  which  I  believe  can  be  created 
in  every  community  if  properly  handled,  the  seeming  need 
for  compulsory  education  will  be  eliminated. 

"Our  schools  this  fall  have  been  in  operation  less  than 
two  months  and  we  have  an  enrollment  at  the  present  time 
of  approximately  2,000  students,  with  classes  in  every  indus- 
try in  the  city  having  twenty  or  more  foreign  men,  in  addi- 
tion to  the  foreign  churches  and  classes  in  boarding-houses 
and  homes.  I  am  sending  to  you  under  separate  cover 
detailed  information  as  to  our  plan  and  would  be  glad  to 
furnish  you  such  other  information  as  we  may  have  " 

[3952] 


Ohio  3953 

b.     ORGAXIZATION   AND  ADMINISTRATION  OF   THE   AKRON 
AMERICANIZATION  SCHOOLS 

I.  A  City-Wide  Movement  Under  the  General  Direction 
OF  the  Board  of  Education 

The  Akron  Americanization  School  Svstem  is  based  on  the 
assumption  that  the  first  step  in  Americanization  is  the  teaching 
of  the  English  language  to  all  the  non-English-speaking  popula- 
tion in  the  community;  and  that  the  responsibility  for  this  instruc- 
tions rests  with  the  Board  of  Education.  The  movement  is, 
therefore,  city-wide  and  seeks  to  give  to  every  foreign-born  man 
and  woman  in  the  City  of  Akron  a  working  knowledge,  at  least, 
of  the  language  of  America.  To  accomplish  this  end,  the  Board 
of  Education  is  unanimously  and  whole-heartedl}'  committed  to 
the  movement  and  pledges  itself  to  appoint,  train,  supervise,  and 
pay  all  teachers  in  x\mericanization  schools  that  may  be  organized 
in  any  suitable  place  and  convenient  hour  under  the  general 
direction  of  the  Board  of  Education  and  the  personal  supervision 
of  the  assistant  superintendent  of  schools  elected  especially  as 
director  of  the  Akron  Americanization  schools. 

This  plan  was  adopted  and  put  in  operation  September  1,  1918. 
For  several  years  Americanization  activities  had  been  carried  on 
in  Akron  under  the  direction  of  various  private  and  public  agen- 
cies, such  as  the  Y.  M.  C.  A.,  the  International  Institute  of  the 
Y,  W.  C.  A.,  the  educational  committee  of  the  Chamber  of  Com- 
merce, the  public  schools,  and  the  bureaus  of  education  in  two  of 
the  large  industries  of  the  city.  These  efforts  had  met  with  not 
a  little  success  and  the  achievements  in  some  quarters  were  very 
satisfying.  There  seemed  to  be,  however,  a  real  need  for  united 
effort  under  recognized  educational  leadership. 

II.     The  Committee  of  One  Hundred  and  Some  of  Its 

Functions 

In  order  to  secure  the  fullest  co-operation  possible  from  the 
many  agencies  interested  in  Americanization  work  of  the  city, 
the  president  of  the  Board  of  Education  sent  out  letters  to  the 
officers  and  heads  of  every  known  organization  asking  them  to 
name  three  persons,  any  one  of  whom  would  be  acceptable  as  a 
representative  chosen  from  their  organization  to  membership  on 
the  Akron  Americanization  Committee  of  One  Hundred.  From 
the  list  of  names  received,  more  than  150  persons  were  elected 
to  membership  on  the  committee.      The  representative  nature  of 


3954  Citizenship  Traixi^tg  in  Othek  States 

this  committee  is  obvious  when  one  notes  its  personnel.  Besides 
the  superintendent  and  assistant  superintendent  of  schools  and 
the  Board  of  Education,  there  are  the  mayor;  the  president  of 
the  Municipal  University;  judges  of  the  courts;  representative 
clergymen  of  the  Catholic,  Jewish,  and  Protestant  faiths;  officers 
and  leaders  of  both  sexes  and  all  nationalities  of  the  many  lodges, 
clubs,  societies,  associations  and  unions  of  the  city;  editors  of 
every  newspaper,  American  and  foreign;  officers  and  leaders  in 
every  industry  of  the  city ;  a  leading  doctor,  lawyer,  dentist,  mer- 
chant,  agent,  banker,  school  principal,  teacher,  street  railway 
official,  librarian  and  others. 

Immediately  after  the  members  of  the  Americanization  Com- 
mittee were  selected  a  banquet  was  given  for  them  by  the  Cham- 
ber of  Commerce.  At  this  banquet  a  carefully  prepared  program 
was  carried  out  designed  to  make  this  city-wide  Americanization 
movement  clear  to  the  committee  and  their  part  in  it.  N'inety- 
seven  per  cent,  of  all  the  members  were  present  and  they  gave 
their  unanimous  support  to  the  plan  as  outlined  by  the  Board  of 
Education.  General  officers  and  chairmen  of  subcommittees  on 
finance,  legislation,  religious  groups,  social  groups,  foreign  groups, 
and  industrial  groups  were  named  at  a  later  meeting. 

This  Americanization  Committee  of  One  Hundred  has  several 
functions. 

(1)  General  morale — This  is  manifested  by  the  unanimous 
endorsement  the  members  have  given  to  the  city-wide  American- 
ization movement  under  a  single  head  —  the  Board  of  Education. 

(2)  Active  co-operation. —  A  willingness  to  lend  a  hand  at  any 
time  and  in  any  place  to  see  that  groups  of  men  and  women  are 
gathered  together  to  study  English  under  teachers  trained,  super- 
vised, and  paid  by  the  Board  of  Education. 

(3)  Puhlicity. —  Each  member  of  the  committee  stands  ready 
to  give  the  Americanization  work  every  bit  of  publicity  possible 
in  the  organization  of  which  this  committeeman  is  a  representative. 

(4)  FeUoicship. —  Every  member  of  this  committee  is  sup- 
posed to  fellowship  with  the  students  and  teachers  in  the  Ameri- 
canization classes,  to  attend  the  social  and  community  center 
affairs  held  in  connection  with  the  Americanization  schools,  to 
lend  a  hand  in  all  ways  to  make  the  foreign-born  man  and  woman 
in  the  community  feel  at  home  in  this  new  land  of  their  adoption, 
to  help  them  to  adopt  an  American  standard  of  living,  in  a  word, 
to  be  a  Big  Brother  and  Big  Sister  to  them  and  thereby  helj)  to 
break  down  the  barriers  between  the  old  and  the  new  Americans. 


Ohio  3955 

III.  The  Dual  Relationship  in  Americanization  Between 
THE  Board  of  Education  and  the  Industries 
In  its  attempt  to  reach  the  last  non-English-speaking  man  and 
woman  in  Akron  the  Board  of  Education  did  not  limit  itself  to 
the  medinm  of  the  jDublic  evening  school.  It  felt  that  the  evening 
school  could  not  possibly  reach  all  of  the  people  who  should  be 
studying  the  English  language.  Accordingly,  efforts  were  made 
early  in  the  school  year  to  enlist  the  active  co-operation  of  the 
industries.  At  a  joint  luncheon  of  the  Board  of  Education,  the 
Educational  Committee  of  the  Chamber  of  Commerce,  and  the 
Executive  Committee  of  the  Committee  of  One  Hundred,  it  was 
decided  to  invite  representatives  from  every  industry  in  the  city 
to  a  luncheon  at  which  time  the  plan  of  Americanization  co-opera- 
tion betv/een  the  Board  of  Education  and  the  industries  would 
be  set  forth.  At  this  meeting  the  representatives  from  the  various 
industries  included  leading  officials  and  owners  of  the  plant, 
superintendents  and  assistant  superintendents  of  labor,  foremen, 
assistant  foremen,  inspectors,  etc.  A  special  effort  was  made  to 
have  those  men  present  who  came  directly  in  contact  daily  with 
the  non-English-speaking  men  and  women  in  the  factory.  The 
following  plan  of  co-operation  was  proposed  and  unanimously 
approved  at  this  meeting: 

section  1 

The  Board  of  Education's  Part 
The  Board  of  Education  agrees  to  appoint,  train,  supervise  and 
pay  all  teachers  in  Americanization  schools  that  may  be  estab- 
lished in  aiiv  industry  in  Akron  under  the  general  direction  of 
the  Board  of  Education. 

section  2 
The  Industry's  Part 
Every  industry  where  Americanization  classes  are  conducted  in 
co-operation  with  the  Board  of  Education  shall  furnish  classroom 
facilities  either  in  the  several  departments  or  in  some  central 
location  in  or  near  the  plant,  together  with  whatever  classroom 
equipment  may  be  necessary  for  the  teachers  and  students  to 
cany  on  their  work  satisfactorily ;  and  shall  appoint  and  pay 
the  salary  of  some  man  who  shall  be  the  recof/nized  point  of  con- 
tact between  the  industry  and  the  Board  of  Education.  This 
plant  director  of  Ameri"anizntion   nmst  give  his  entire  time  or 


3956  Citizenship  Training  in  Otttek  States 

such  portion  as  is  necessary  to  make  the  Americanization  work 
in  his  industrv  a  success.      It  shall  be  his  duty: 

1.  To  hold  from  time  to  time  conferences  of  all  foremen  and 
sub-foremen  in  his  industry  who  have  under  their  jurisdiction 
non-English-speaking  foreigners. 

2.  To  come  into  as  close  personal  contact  as  possible  with  every 
non-English-speaking  foreigner  within  his  industry. 

3.  To  recruit  daily  new  students  for  the  Americanization 
classes  and  to  inquire  into  the  reasons  for  all  absences  therefrom. 

4.  To  maintain  a  spirit  of  intimate  co-operation  between  the 
owners  of  the  plant,  the  foremen  of  foreign  labor  therein  and  the 
employees  themselves  with  the  Americanization  work  being  car- 
ried on  in  his  industrv  bv  the  Board  of  Education. 

5.  To  maintain  the  closest  co-operation  with  the  representative 
of  the  Board  of  Education  as  to  ways  and  means  of  promoting  the 
Americanization  work  in  his  industry  and  developing  a  high 
degree  of  efficiency  in  his  Americanization  school. 

IV.  The  Dual  Relationship  Between  the  Board  of  Educa- 
tion AND  All  Agencies  Other  than  the  Industries 

The  same  scheme  of  partnership  in  Americanization  as  it 
applies  to  the  industries  operates  between  the  Board  of  Education 
and  all  other  agencies  in  the  city. 

The  Y.  M,  C.  A.,  for  instance,  has  some  one,  either  the  general 
secretary  or  another  person  named  by  him,  who  is  the  point  of 
contact  between  the  Board  of  Education  and  the  Americanization 
work  carried  on  as  a  part  of  the  Y.  M.  C,  A.  program.  The 
agency  director  of  Americanization  recruits  members  of  an 
Americanization  class  at  some  suitable  time  and  place  and  the 
Board  of  Education  furnishes  the  teacher.  In  the  same  wav 
the  International  Institute  of  the  Y.  W.  C.  A.  through  its  field 
workers  organizes  classes  of  non-English-speaking  women  in  their 
homes,  boarding-houses  or  other  convenient  places  in  the  neighbor- 
hood for  instruction,  the  Board  of  Education  in  every  instance 
furnishing  a  trained  teacher  for  the  group.  Priests  and  pastors 
co-opei-ate  in  like  fashion  for  afternoon  or  evening  classes  of  men 
and  women  in  the  church  parish  house,  or  parochial  school  build- 
ing. Officers  of  lodges,  clubs,  societies,  unions,  are  asked  to 
appoint  an  agency  director  of  Americanization  in  their  organiza- 
tion to  organize  clashes  from  among  their  members  and  friends, 
calling  on  the  Board  of  Education  for  the  teachers  needed. 


Ohio  3957 

V.     The  Scope  of  Americaxizatio>^  Activities  Under  the 
Direction"  of  the  Board  of  Education 

The  Board  of  Education  does  not  look  upon  the  study  of  the 
English  language  by  the  non-English-speaking  adults  in  the  city 
as  the  only  phase  of  Americanization  work.  It  does  believe, 
however,  that  if  the  service  it  is  rendering  the  foreign-born  is 
to  be  of  real  value  to  them  now  and  through  the  years  to  come, 
and  if  Americanization  in  its  fullest  sense  is  to  be  realized  event- 
ually, then  the  teaching  of  the  langTiage  must  come  first  among 
all  the  various  Americanization  activities.  The  English  class 
in  the  schoolhouse,  factory,  home,  or  elsewhere  is  the  rallying 
center  of  the  entire  Americanization  work.  Out  from  this  class 
all  other  Americanization  activities  should  radiate. 

These  activities  include  concerts,  lectures,  informal  discussions 
on  topics  of  general  interest,  athletic  ailairs,  social  dances  and 
parties.  The  English  class  with  these  many  activities  furnishes 
ample  opportunity  for  neighborhood  co-operation  in  all  matters 
such  as  proper  housing,  sanitation,  health,  welfare,  public  play- 
grounds, and  general  civic  betterment. 

The  Board  of  Education  in  co-operation  with  all  of  the  social, 
religious,  industrial  and  commercial  agencies  of  the  city,  repre- 
sented as  they  are  on  the  Americanization  Committee  of  One 
Hundred,  is  seeking  to  bring  about  the  fullest  possible  degree  of 
Americanization  by  every  educational,  industrial,  and  social 
activity  possible. 

c.     METHODS   OF   TEACHING  ENGLISH  IN  THE    A^MERICANIZATION 

SCHOOLS 

I.  The  Method  Defined 
The  method  of  teaching  English  employed  in  the  Akron  Ameri- 
canization schools  is  the  direct  conversational  method.  It  has 
taken  the  liberty  of  drawing  from  all  direct  methods  of  teaching 
language  those  qualities  which  have  been  demonstrated  as  prac- 
ticable and  expedient  in  giving  the  foreign-born  a  fair  working 
knowledge  of  the  English  language  in  the  shortest  time  possible.  In 
other  words,  the  attempt  has  been  made  to  create  from  all  the  old 
methods  a  method  which  will  on  the  one  hand  be  simple  for  the 
teachers  to  carry  out,  and  on  the  other  hand,  of  such  a  nature  in 
regard  to  the  pupils,  as  to  be  time-saving,  suited  directly  to  their 
needs  and  of  sufficient  interest  as  to  overcome  fatigue. 


3958  Citizenship  Tkaixing  in  Other  States 

The  need  of  such  a  method  becomes  all  the  more  evident  when 
it  is  recognized  that  the  chief  business  in  the  life  of  the  adult 
immigrant  is  to  earn  his  living.  He  has  little  time  and  much 
less  inclination  after  a  hard  dav's  work  to  exert  himself  for 
something,  the  rewards  of  which  are  remote  and  uncertain.  His 
immediate  needs  are  to  him  of  prime  importance.  The  employer, 
too,  is  concerned  with  an  immediate  need.  Therefore,  he  has 
little  time  to  give  his  employees  for  learning  English  unless  he 
sees  a  direct  return  and  interest  to  his  advantage.  The  pro- 
cedure and  emphasis  of  all  language  instruction  must,  therefore, 
follow  along  the  lines  of  these  facts. 

The  first  object  of  our  method  is  to  teach  the  foreign-born  to 
speak  English  which  he  can  put  to  immediate  use.  He  needs 
to  know  how  to  communicate  with  English-speaking  people  in  his 
work,  in  buying  or  marketing,  in  traveling,  and  even  in  his  home, 
if  he  has  children  who  attend  day  school.  Instruction  in  this 
kind  of  English  will  be  of  interest  to  him  because  it  is  of  distinct 
utilitarian  value  to  him.  Our  basis  for  selection  of  conversation 
material  rests  entirely  upon  this  point.  The  second  aim  in  our 
method  is  to  give  the  non-English-speaking  person  a  framework 
of  language  upon  which  he  can  build  or  develop  a  greater  power 
of  using  the  language  as  he  progresses  in  his  studies.  In  other 
words,  the  attempt  is  to  teach  him  correct  modes  of  expression, 
correct  idiomatic  usages,  and  to  give  him  a  minimum  basic 
vocabulary.  If  we  can  help  him  to  replace  his  picked-up  English 
expressions,  ''me  no  got  pencil,"  "me  no  like,"  "me  no  versteh," 
"me  ketchem  job,''  by  "I  have  no  pencil,"  "I  do  not  like,''  "I 
do  not  understand,"  "I  am  going  to  find  work,"  we  teach  him 
expressions  which  he  can  use  in  many  difi^erent  connections  and 
associations.  It  is  through  theme  development  alone  that  this 
can  be  done.  Single  words  are  not  easily  remembered  because 
there  are  no  means  of  associations.  The  sentence,  on  the  other 
hand,  contains  words  which  are  associated  and  are  consequently 
easy  to  remember.  Moreover,  the  sentence  gives  the  correct  and 
complete  mode  of  expression.  All  language  instruction,  then, 
should  proceed  through  carefully  developed  sentences,  organized 
in  a  theme.  These  sentences  should  be  so  arranged  and  chosen 
as  to  permit  of  objective  and  dramatic  illustration.  Such  a  pro- 
cedure not  only  insures  the  reaching  of  the  understanding  but 
also  promotes  class  attention  and  class  activity.  The  instruction 
is  carried  on  in  such  a  manner  that  the  pupils  see  the  object, 


Oino  3959 

action  or  picture.  They  hear  the  teacher  name  the  object,  action 
or  picture.  They  associate  the  oral  symbol  with  the  object, 
action  or  picture.  Thus  understanding  is  reached  directly  rather 
than  through  translation.  They  imitate  the  sentence  which  the 
teacher  has  spoken;  and  finally  they  read  and  write  that  which 
has  been  carefully  required  orally.  The  learning  process  of 
language  proceeds  as  follows :  eye  training,  ear  training  and  vocal 
training. 

II.  The  Method  in  Opeeation 
Since  the  opening  of  the  Americanization  schools  in  Akron, 
the  method  of  teaching  English  has  been  in  the  making  and  is 
still  in  the  process  of  perfecting  itself.  To  the  classes  come  pupils 
of  many  varying  degrees  of  ability  in  the  use  of  English,  from 
those  v>'ho  can  scarcely  speak  a  word  to  those  who  have  already 
acquired  considerable  fluency.  In  order  that  each  pupil  may 
receive  instruction  particularly  in  that  phase  of  the  language 
which  supplements  the  knowledge  of  English  he  already  possesses, 
the  content  of  the  course  has  been  divided  into  three  grades, 
each  with  its  aims  and  definite  content  covering  a  minimum 
amount  of  time  of  instruction  of  not  less  than  150  hours. 

1.  The  Beginners'  Grade 
The  beginners'  grade  aims  to  build  up  a  minimum  basic  vocabu- 
lary with  which  the  non-English-speaking  person  can  use  the 
names  of  the  commonest  objects  and  actions  in  his  environment. 
The  largest  proportion  of  time  is  devoted  to  oral  work.  Reading 
and  writing  are  given  secondary  attention,  but  go  hand  in  hand 
with  oral  work.  No  pupil  is  permitted  to  attempt  either  the 
reading  or  writing  until  he  has  thoroughly  mastered  the  sentences 
orally.  He  first  hears  and  speaks,  then  sees  and  reads  and  writes 
the  sentence.  The  content  of  the  first  grade  consists  of  150 
lessons  divided  into  three  parts  of  fifty  lessons  each  and  are 
intended  for  those  who  speak  very  little  English  or  no  English 
at  all.      The  following  is  a  type  of  the  first  lessons  for  beginners : 

I  go  to  the  window. 

I  open  the  window. 

I  close  the  window. 
I  go  to  the  window.  We  go  to  the  window. 

You  go  to  the  window.  You  go  to  the  window. 

She  goes  to  the  window.  They  go  to  the  window. 

He  goes  to  the  window. 


1 


3960  Citizenship  Trainhstg  in  Other  States 

The  above  lesson  should  be  treated  objectively  and  dramatically. 
The  first  three  sentences  contain  three  sequential  acts.  The 
teacher  speaks  the  first  sentence.  As  she  does  so,  she  dramatizes, 
or  objectifies  each  word.  She  repeats;  and  the  pupils,  first  in 
unison  and  then  individually,  imitate  and  repeat  after  her  until 
they  have  learned  the  sentence  as  perfectly  as  possible.  The  other 
sentences  are  taught  in  the  same  way.  If  the  class  is  apt  and 
quick,  a  suitable  object  word  may  be  substituted  for  window, 
as  door,  box,  etc.  This  will  serve  not  onlv  to  increase  the  vocabu- 
lary,  but  also  give  correct  concepts  of  the  action  words,  go  to, 
open,   and  close. 

The  next  two  divisions  of  the  lesson  aim  to  teach  the  personal 
pronouns.  For  purposes  of  repetition  and  review,  the  same  object 
and  action  words  are  employed.  The  teacher  calls  upon  one  of 
the  pupils.  She  says,  "Go  to  the  window."  Then  she  asks  him, 
"  What  do  you  do  ? "  If  he  cannot  answer,  she  sets  up  the  model 
of  imitation,  "  I  go  to  the  window."  The  pupil  repeats  after  her. 
She  herself  goes  to  the  window  and  asks  the  class,  "What  do 
I  do  ?  "  She  assists  them  in  answering,  "  You  go  to  the  window." 
Repetition  is  continued  until  everyone  in  the  class  has  learned  to 
use  the  second  person.  To  teach  the  use  of  "he,"  have  one  of 
the  men  go  to  the  window.  Ask  the  class,  "  What  does  he  do  ? " 
The  class  should  answer,  "He  goes  to  the  window."  "She"  is 
taught  in  the  same  way.  If  no  woman  or  girl  is  present  in  the 
class,  the  teacher  should  have  the  picture  of  a  woman  at  whom 
to  point  in  asking  the  question.  The  plurals  of  the  personal 
pronouns  may  be  objectified  in  a  similar  fashion. 

It  will  be  observed  that  the  correct  grammatical  forms  of  the 
language  were  taught  without  one  reference  to  grammatical  terms 
or  technicalities  of  any  kind.  To  discuss  conjugations,  declen- 
sions and  other  grammatical  nomenclature  creates  confusion  and 
needless  abstractions  entirely  out  of  keeping  with  the  Direct  Con- 
versational ]\rethod.  The  singulars  and  plurals  of  nouns  and 
verbs,  the  degrees  of  adjectives  and  adverbs,  and  all  change  of 
language  form  can  be  objectively  illustrated  in  the  sentence.  No 
discussions  or  explanations  are  necessary. 

2.     The  Intermediate  Grade 

The  intermediate  grade  is  intended  for  those  who  have  com- 
pleted the  beginners'  grade,  for  those  who  have  already  acquired 
a  vocabulary  of  the  names  of  the  most  common  objects  and  acts, 


Ohio  3961 

and  for  those  \v]io  )i;n'(.'  fornicd  wrong  habits  of  pronunciation 
or  learned  incorrect  modes  of  exju'ession.  Its  content  is.  made 
np  of  ino  lessons  divided  into  three  parts  of  50  lessons  each. 
Its  aims  are  to  build  up  the  use  of  a  greater  vocabnlary.  and  pro- 
vide means  for  correcting  wrong  habit  formations  of  speech. 
The  lessons  deal  with  home,  industrial,  social,  educational  and 
recreational  topics.  The  following  is  a  typical  conversational 
lesson  for  this  grade: 

I  need  a  pair  of  new  shoes. 

My  shoes  are  worn  out. 

I  go  to  the  shoe  store. 

The  clerk  says :     "  How  do  you  do  ?     What  can  I  do  for  you  ?  " 

"  I  want  a  pair  of  shoes,"  I  reply. 

The  clerk  asks  me,  "  What  size  do  you  wear  ? " 

I  answer,  "I  wear  size  7^  D.     I  want  working  shoes." 

The  clerk  brings  me  a  pair  of  shoes. 

I  try  them  on. 

ft. 

I  say,  "  These  shoes  do  not  fit  me." 

The  clerk  brings  me  another  pair. 

I  ask,  "How  much  are  these  shoes?" 

The  clerk  answers.  '"  They  are  $8." 

I  say,  "That  is  too  much." 

The  clerk  brings  me  another  pair  of  shoes. 

I  try  them  on. 

I  ask  him,  "  How  much  are  these  shoes  ? " 

He  answers,  "  They  are  good  shoes ;  they  cost  only  $6." 

"  I  like  these  shoes.     I  shall  take  them," 

I  pay  the  clerk  $6. 

The  clerk  wraps  the  shoes  in  a  paper. 

I  take  them  home  with  me. 

3.  The  Advanced  Grade 
The  advanced  grade  is  intended  for  those  who  have  completed 
the  intermediate  grade  or  for  those  who  have  secured  a  more  or 
less  fluent  power  of  speech  and  can  read  simple  news  items  in  the 
daily  paper,  and  can  write  a  simple  letter  with  some  degree  of 
accuracy  in  spelling.  The  chief  desire  of  students  ready  for 
this  grade  is  to  imj)rove  their  already  fluent  speech  and  to  gain 
the  power  of  using  the  more  difficult  forms  of  English  expression. 
At  the  same  time  they  wish  to  gain  a  greater  knowledge  of 
American  history,  civics   and  community  life,  institutions,   cus- 


3962  CiTizEis'sHip  TkaiiS'ing  in   Other  States 

toms  and  ideals.  The  content  of  this  grade  is  made  up  of  the 
usual -150  lessons  divided  into  three  parts  of  50  lessons  each. 
This  entire  course  aims,  through  the  medium  of  the  English 
language,  to  develop  in  the  mind  and  heart  of  the  new  American 
a  true  admiration  and  sympathy  for  his  adopted  land  and  a  desire 
to  co-operate  in  the  promotion  of  its  interests  and  general  welfare. 

d.     TRAIXIXG   OF   TEACHERS   AND   SUPERVISION   OF  INSTRUCTION 
IN   THE   AMERICANIZATION   SCHOOLS 

I.  The  Aim  of  Training  and  Supervision  of  Teachers 
To  offer  courses  in  English  for  the  foreign-born  is  the  initial 
step  in  Americanizing  them.  But  were  we  to  stop  short  here 
we  should  look  in  vain  for  the  results  we  had  expected  to  accom- 
plish. We  must  take  still  another  step  to  see  that  the  courses 
offered  have  first  of  all  a  definite  content  and  definite  purpose 
to  carry  out  and  second  that  the  teachers  are  well  instructed  in 
the  correct  principles  and  methods  of  teaching  that  content.  The 
plan  is  to  build  up  and  constantly  perfect  a  comprehensive, 
unified,  and  standardized  system  of  Americanization  instruction 
that  will  produce  results. 

11.  The  Preliminary  Training  of  Teachers 
All  new  teachers  who  come  into  the  Americanization  system 
usually  have  had  no  preparatory  training  for  this  specialized 
form  of  teaching.  Teachers  come  to  us  from  all  walks  and 
positions  of  life.  They  are,  however,  expected  to  have  completed 
the  high  school  course  or  its  equivalent  and  are  selected  or 
appointed  on  the  basis  of  personality,  strength  of  character  and 
willingness  to  learn.  Desire  for  service  must  be  the  motivating 
force,  and  this  becomes  manifest  in  promptness  and  readiness  in 
discovering  and  assimilating  the  best  ways  and  means  of  reaching 
the  foreign-born. 

1.  The  Fall  Institute 
For  the  benefit  of  all  teachers,  an  Americanization  institute 
of  four  weeks  is  conducted  each  fall.  Courses  in  psychology, 
sociology,  European  history,  European  races,  principles  and 
methods  of  teaching  English,  pedagogy,  American  and  community 
life,  civics  and  history  are  offered.  These  courses  are  conducted 
by  the  University  of  Akron  in  collaboration  with  the  American- 
ization Department  of  the  Board  of  Education.      The  instructors 


Ohio  396'^ 


o 


are  recruited  chiefly  from  the  ranks  of  the  Uiiiversitv  of  Akron 
faculty  and  from  the  staff  of  the  Americanization  Department. 
Men  and  women  of  understanding  in  other  positions  which  come 
into  contact  with  Americanization  problems  also  assist  by  giving 
additional  lectures  on  special  subjects.  Every  teacher  is  expected 
to  take  several  of  these  courses  or  have  equivalent  training  in 
Americanization. 

2.  ^Yeekly  Training  Meetings 
Throughout  the  vear  weeklv  training  meetings  are  held  for 
applicants  and  new  teachers.  Demonstrations  and  instruction 
in  methodology  are  given  by  the  supervisor  of  instruction.  Before 
undertaking  to  teach  a  class,  the  new  teacher  is  sent  out  to  observe 
older  teachers  whose  work  has  proved  successful.  Care  is  taken 
that  the  new  teacher  sees  the  very  best  methods  of  instruction 
in  order  that  she  may  have  correct  models  for  imitation.  Oppor- 
tunity is  given  for  observing  methods  of  procedure  in  each  grade. 
When  she  has  completed  the  observation  visits,  she  is  ready  to 
take  charge  of  her  own  class.  Very  often  the  supervisor  or  the 
principal  of  instruction  teaches  the  first  lesson  while  the  new 
teacher  observes  and  acquires  a  more  intimate  knowledge  of  the 
working  tools  of  her  class.  Afterward  the  new  teacher  is  thrown 
largely  on  her  own  resources.  Upon  her  intelligence,  judgment, 
and  ability  in  grasping  and  working  out  the  newly  acquired  ideas 
of  Americanization  instruction,  will  depend  her  success  or  failure 
in  holding  the  class.  If  she  shows  confidence  in  herself,  direct- 
ness of  approach,  and  a  sympathetic  attitude  toward  her  students, 
she  will  hold  them  despite  the  little  mistakes  she  may  make  in 
her  first  experimental  efforts.  The  students  will  come  to  her 
again  if  they  have  seen  her  as  a  friend  who  can  with  vigor  and 
enthusiasm  help  them  to  acquire  a  working  knowledge  of  the 
English  language.  If  the  new  teacher  does  not  have  these  quali- 
fications, she  eliminates  herself,  as  she  soon  finds  that  no  student 
is  willing  to  come  to  her  class. 

3.  Monthly  General  Teachers'  Meetings 
Instructing  the  teacher  does  not,  however,  cease  upon  her 
entrance  into  the  field  of  instructing  the  foreign-born.  Teachers' 
meetings  are  conducted  each  mouth  when  subjects  of  a  more  or 
less  general  nature  are  discussed.  These  meetings  are  in  charge 
of  the  Director  of  Americanization  .Schools  and  are  held  in  a 
central  place  convenient  to  all. 


3964  Citizenship  Training  in  Othek  States 

III.  Supervising  of  Teachers 
1.  The  Biweekly  Conferences 
Americanization  instruction  is,  however,  based  on  certain  tecli- 
nical  principles  which  no  teacher  can  possibly  assimilate  in  a 
few  meetings  or  even  in  a  short  course  on  Americanization,  It  is, 
therefore,  necessary  to  hold  frequent  meetings  which  deal  wnth 
specific  methods  of  teaching  English  to  immigrants.  These  are 
in  charge  of  the  General  Supervisor  of  Instruction  and  are  held 
regularly  every  two  weeks.  Since  most  of  the  classes  for  the 
foreign-born  are  conducted  in  factories,  teachers'  conferences  are 
held  in  the  industries  as  well  as  in  the  public  school.  The  super- 
visory territory  is  divided  into  so-called  factory  school  centers. 
To  illustrate:  The  teachers  of  the  Philadelphia  Rubber  Com- 
pany and  the  Goodrich  Rubber  Company  meet  at  the  Goodrich 
factory  school  center.  The  teachers  of  the  American  Hard  Rub- 
ber, the  Kelly-Springfield  and  the  Goodyear  meet  at  the  Goodyear 
factory  school  center.  Those  teaching  at  the  Miller  Rubber,  the 
Firestone,  and  the  Colonial  Sales  companies  meet  at  the  Fire- 
stone school  center.  All  other  teachers  not  in  factories,  but  in 
the  homes  or  public  school  buildings,  meet  every  two  weeks  on 
Friday  evenings  at  the  school  headquarters.  In  this  way  every 
teacher  in  the  system  is  reached  regularly  in  conference  at  a 
place  and  time  most  convenient  to  the  majority.  The  supervisor 
of  instruction  is  thus  able  to  get  into  direct  contact  with  each 
teacher  in  order  not  onlv  to  o-ive  her  a  thorouo-ho-oino-  course  on 
methods  but  also  to  assist  her  in  solving:  manv  of  the  classroom 
problems  which  have  arisen  during  the  preceding  two  weeks  of 
her  teaching.  Questions  on  instniction  of  illiterates,  uneven 
class  grading,  irregular  attendance,  and  difficulties  arising  from 
the  change  of  shifts  in  the  factories  are  given  attention  and  sug- 
gestions ofi"ered  for  working  out  such  problems. 

2.  "Sitting  in"  on  Classroom  Instruction 
The  time  schedule  of  the  supervisor  is  so  arranged  that  she 
can  pay  each  teacher  a  classroom  visit  at  least  evei-y  two  weeks. 
This  is  called  "sitting  in  on  instruction."  Every  factory  school 
center  of  sufficient  size  has  a  principal  of  instruction  who  "  sits 
in"  at  more  frequent  intervals  and  reports  to  the  general  super- 
visor regarding  the  work  of  each  teacher.  The  purposes  of  the 
"sitting  in"  are   (1)   to  determine  how  far  the  teacher  carries 


Ohio  39  G5 

out  instructions  on  methods  she  has  received  at  conferences, 
(2)  to  discover  her  good  qualities  in  order  that  she  may  be  told 
of  them  and  be  enabled  to  capitalize  on  them,  (3)  to  determine 
her  weak  points  in  order  that  she  may  find  ways  of  strengthening 
them,  (4)  to  estimate  the  grading  of  the  classes  and  assist  the 
teachers  in  placing  students  in  proper  grades,  and  (5)  to  find  out 
how  well  balanced  the  teacher's  program  is.  All  points  of  criti- 
cism of  the  teaching  as  observed  by  the  supervisor  and  principals 
of  instruction,  that  are  of  general  interest  to  the  teachers,  are 
discussed  and  considered  at  the  conferences.  Thus  the  teachers 
have  constant  opportunity  for  correcting,  adjusting,  readjusting 
and  imj^roving  themselves  and  their  work  in  every  way  possible. 

IV.  Clinching  a  Few  Basic  Principles  of  Teaching 
It  is  interesting  and  important  to  know  exactly  along  what 
lines  the  general  supervisor  of  instruction  shapes  the  courses  given 
at  the  conferences.  When  one  considers  the  brief  hour  of  the 
conference  period  it  seems  expedient  to  give  only  that  which  per- 
tains to  pure  method  alone  in  order  that  the  teacher  may  have 
something  to  put  into  immediate  practice.  But  unless  method 
of  any  kind  is  backed  up  by  sound  pedagogical  principles,  the 
teacher  will  never  be  able  to  carry  the  method  very  far.  This 
is  as  true  of  Americanization  teaching  as  of  the  day  school. 

The  aim,  therefore,  in  training  teachers  is  to  give  them  some 
knowledge  of  these  principles  that  they  may  be  in  a  position  to 
use  intelligently  the  specific  method  which  is  ultimately  neces- 
sary. First  of  all,  the  teacher  should  have  some  knowledge  of 
the  principle  of  economy  of  time  in  selecting  a  content  in  mak- 
ing out  her  daily  program  and  the  balancing  of  the  parts  of  the 
program.  Second,  of  what  use  to  the  student  is  this  content? 
To  give  anv  instruction  that  is  not  of  distinct  utilitarian  value 
is  a  waste  of  time.  'No  program  can  be  said  to  measure  up  to 
this  demand  unless  these  questions  can  be  properly  answered: 
(1)  How  many  of  the  students  can  use  the  kind  of  English  which 
is  taught?  (2)  How  many  times  can  they- use  such  English? 
(3)  When  can  they  use  such  English  —  now  or  at  some  future 
time?  The  answer  to  these  questions  should  be:  (1)  All  the 
students  can  make  use  of  the  kind  of  English  taught.  (2)  They 
can  make  use  of  it  all  the  time.  (3)  They  can  make  use  of  it 
immediately.  No  program  is  justifiable  which  cannot  give  such 
answers  to  the  foregoing  questions.  In  other  words,  teach  the 
pupils  to  speak,  read  and  write  in  every-day  life.     Test  out  every 


3966  CiTizExsHip  Training  in   Other  States 

part  of  the  program  by  asking :  Of  what  direct  value  is  this  to  the 
student?  Can  he  use  this  in  his  work,  in  shopping,  in  market- 
ing, or  in  his  social  life?  If  so,  what  should  be  the  particular 
manner  of  approach  ? 

If  the  question  of  the  principles  underlying  the  selection  of 
content  is  settled,  there  at  once  arises  another  serious  question. 
Upon  what  principle  shall  all  method  used  in  teaching  language 
rest?  Any  method  employed  must  be  direct.  We  must  avoid 
the  double  association  arising  from  translation  by  associating 
directly  the  word  and  the  object,  the  word  and  the  action,  and 
give  conceptions  of  all  abstract  words  by  arrangement  of  them 
in  their  proper  context.  All  first  lessons  should  contain  sentences 
that  can  be  dramatized  and  demonstrated  objectively.  These 
must  be  impressed  thoroughly  upon  the  memory  by  repetition 
drill  and  frequent  review. 

In  the  beginners'  grade  the  teacher  must  get  the  whole  class 
to  answer  in  concert  as  well  as  individually.  The  response  in 
the  early  stages  should  be  a  literal  imitation  of  the  teacher's 
answers  to  her  own  questions.  She  must  act  out  the  lesson  and 
let  the  students  repeat  and  act  out  also.  Every  good  teacher  is 
a  good  actor.  She  should  not  be  afraid  of  exaggerating  the 
actions  because  such  procedure  vivifies  and  impresses  the  memory 
much  more  deeply.  Let  her  remember  that  the  conversation  in 
the  early  stages  is  of  a  formal  character.  Tlie  students  must 
respond  in  the  exact  words  of  the  teacher.  As  the  use  of  their 
English  vocabulary  increases  the  students  will  attempt  to  express 
themselves  more  and  more  in  their  own  way.  Continue  the  exact 
formal  work  but  also  give  room  in  your  program  for  informal 
conversation  in  which  the  students  are  free  to  talk  about  them- 
selves, their  work,  their  home  and  family  and  their  native  land. 

In  teaching  the  advanced  students,  remember  that  they  come 
to  class  to  gain  a  greater  knowledge  of  America,  and  a  more  per- 
fect use  of  the  language.  The  teacher  first  of  all  should  have 
a  sound  knowledge  of  American  history,  government,  institutions 
and  social  life.  Know  that  which  you  would  teach.  Then  know, 
as  exactly  as  possible,  the  extent  of  the  students'  knowledge  with 
the  view  of  building  upon  and  adding  to  it.  In  other  words,  teach 
the  new  in  preference  to  the  old. 

With  the  general  principles  of  selecting  content  and  the  prin- 
ciples upon  which  methods  of  teaching  are  chosen,  there  arises 
the  question  of  results:    Xow  to  get  results,  what  kind  of  results 


Ohio  8967 

to  get,  and  how  to  measure  results  when  once  they  are  ohtaincd. 
The  learner  acquires  knowledge  of  the  language  and  the  ability 
to  use  it  by  actually  using  it.  Therefore  make  the  class  do 
the  work.  The  teacher  should  be  the  guide  and  the  model  to 
imitate.  She  should  avoid  doing  too  much  talking.  Talk  only 
when  talk  results  in  responses  from  the  class.  In  every  case  get 
comjilete  responses.  Make  the  work  interesting  by  having  pic- 
tures, illustrations  and  concrete  material  upon  which  to  base 
objective  and  dramatic  work.  Present  the  lesson  systematically. 
Keep  the  student  immensely  busy  by  following  the  carefully 
organized  steps  of  the  program.  Avoid  "beating  the  air"  by 
dwelling  on  non-essentials  or  on  subjects  extraneous  to  the  lesson. 
Success  in  teaching  any  particular  lesson  is  measured  by  the 
kinds  of  responses  the  students  give  and  by  the  number  in  the 
class  who  have  given  them  correctly.  No  lesson  should  be  passed 
by  until  the  response  has  been  approximately  what  may  l)e  called 
a  ''  100  per  cent,  response."  Not  only  should  the  teacher  thus 
measure  each  lesson  but  she  should  be  able  to  say  at  the  end  of 
her  entire  term's  work  that  she  has  taken  her  students  through 
a  course  of  study  which  they  have  actually  acquired  and  are 
putting  to  use.  She  should  be  able  to  produce  objective  evidence 
of  this  fact. 

Putting  into  daily  practice  some  of  these  principles  of  teach- 
ing may  make  a  most  successful  teacher.  But  there  are  other 
important  factors  equally  worth  while.  Every  really  successful 
teacher  of  the  foreign-born  sees  her  students  as  human  beings, 
with  likes  and  dislikes,  fortunes  and  misfortunes,  struggling  like 
herself  for  existence  and  having  the  same  desire  for  improvement 
despite  all  obstacles.  Every  really  successful  teacher  sees  the 
human  interest  side  of  the  foreign-born.  She  knows  and  under- 
stands how  tired  they  are,  coming  to  her  for  instruction  after  a 
day  of  hard  labor.  She  can  sympathize  with  them  and  make 
them  feel  perfectly  at  ease.  She  does  not  make  the  instruction 
unnecessarily  difficult  or  embarrass  them  by  harping  too  long  on 
a  mispronunciation  which  they  cannot  possibly  overcome.  All  in 
all,  she  knows  how  to  teach  that  which  is  most  necessary  in  a 
most  likable,  human  Avav.  Thronoh  her  studv  of  their  old  world 
background  and  her  frequent  references  to  the  native  land  of 
her  students,  she  creates  a  bond  of  sympathy  and  understanding 
between  teacher  and  students  that  is  unbreakable. 


3968  Citizenship  Training  in  Othek  States 

e.  HOW  OUR  AMERICANIZATION  PROGRAM  REACHES  THE  FOREIGN- 
BORN  WOMAN  AND  HER  HOME 

Up  to  February  1,  1919,  all  the  home  work  in  Americanization 
had  been  done  bv  the  International  Institute,  the  workers  of  the 
City  Missionary  Union,  and  one  or  two  missionaries  representing 
a  national  board  or  special  mission. 

On  February  1st  a  co-operative  arrangement  was  made  between 
the  State  University  Extension  Department  and  the  Board  of 
Education  whereby  the  city  home  demonstration  agent  began  the 
development  of  home  work  along  home  economic  lines  in  the 
Miller  school  district. 

Much  splendid  and  valuable  work  had  already  been  done  in  the 
district  by  an  American  missionary  in  the  Roumanian  Baptist 
Church  and  some  work  by  the  International  Institute.  The  first 
work  undertaken  was  an  experiment  in  teaching  child-feeding 
in  connection  with  the  teaching  of  the  English  language.  Since 
it  seemed  that  a  ready-made  grouji  offered  the  best  opportunity 
for  trying  out  an  experimental  series  of  lessons,  a  group  of  women 
from  the  Roumanian  Church  was  invited  to  join  a  class  in  which 
they  would  study  food  for  children  as  well  as  learn  to  speak 
English. 

Each  lesson  was  a  demonstration  in  which  the  teacher  actually 
prepared  some  one  or  two  articles  of  food  suitable  for  the  diet  of 
small  children  who  had  been  weaned  but  were  not  yet  readv  for 
adult  food.  Each  demonstration  was  very  simple.  The  processes 
were  divided  in  such  a  way  that  a  simple  sentence  described 
each  act  that  the  teacher  performed.  As  the  teacher  worked 
she  dramatized  each  act  in  English  several  times,  speaking  slowly 
and  distinctly.  Then  the  group  repeated  in  English  and  iinally 
individuals  repeated  until  all  the  class  had  spoken  all  the  sentences 
describing  the  processes. 

When  the  preparation  was  completed  and  the  food  was  cook- 
ing, typewritten  copies  of  the  sentences  used  were  distributed 
for  a  reading  lesson  and  drillwas  given  in  writing  and  pronuncia- 
tion. When  the  lesson  was  completed  the  food  was  ''  sampled " 
and  discussed. 

The  teacher  kept  on  hand  pencil  sketches  of  two  babies  from 
the  children's  hospital,  one  a  well  baby  properly  fed  and  the  other 
a  sick  baby  which  had  not  been  properly  fed.  With  the  aid  of  tliosp 
sketches  tlie  lesson  of  the  effect  of  proper  diet  was  emphasized. 


Ohio  3969 

The  series  contained  many  or  few  lessons  as  the  interest  of 
the  group  seemed  to  demand.  The  material  for  the  lesson  on 
cocoa  is  given  here  hecause  the  practice  of  giving  beer  nnd  coffee 
to  little  children  seems  to  be  quite  general  in  many  localities, 
while  cocoa  is  used  very  little. 
Model  Lesson: 

I  take  one  teaspoon  of  cocoa. 

I  put  the  cocoa  in  the  pan. 

I  take  one  teaspoon  of  sugar. 

I  put  the  sugar  in  the  pan. 

I  mix  cocoa  and  sugar. 

I  take  one-fourth  cup  of  water. 

I  put  the  water  in  the  pan. 

I  mix  cocoa,  sugar  and  water. 

I  boil  cocoa,  sugar  and  water. 

I  take  one  cup  of  milk. 

I  put  the  milk  in  the  pan. 

I  scald  the  milk. 

I  mix  the  milk  and  cocoa. 

Before  the  demonstration  proper  begins  much  drill  on  the 
names  of  materials  and  utensils  used  is  given  so  that  these  names 
are  understood  whenever  they  are  used.  Similar  drill  on  action 
words  is  also  given  if  found  necessary.  Frequently  the  demon- 
stration makes  these  words  self-explanatory. 

The  lesson  may  be  given  in  the  third  person  by  using  "  the 
teacher"  instead  of  ''I."  The  second  person  is  illustrated  by 
the  teacher  asking  one  of  the  class  to  demonstrate  some  step  or 
steps  and  the  pupil  repeats  in  first  person  as  she  demonstrates. 
This-  also  increases  the  interest  of  the  class. 

When  this  group  had  been  given  thirteen  lessons  of  this  kind 
Ihey  asked  for  more  "  reading  and  writing,"  so  the  class  developed 
into  an  English  study  group.  They  had  been  meeting  in  the 
home  of  the  missionary  worker,  and  as  the  quarters  were  too 
small  to  accommodate  the  numbers  that  sometimes  assembled, 
permission  to  use  the  dwelling-house,  situated  on  the  school  lot, 
for  experimental  work  in  home  problems  was  granted  by  the 
Board  of  Education. 

It  was  felt  that  the  best  conditions  for  developing  class  work 
in  home  problems  would  be  the  actual  working  out  of  all  the 
processes  of  home  making  in  an  old  house  which  needed 
124 


3970  Citizenship  Teaining  in  Othee  States 

"rejuvenating."  Such  a  liouse  offers  an  opportunity  for  girls' 
classes  to  learn  many  processes  in  home  making  not  ordinarily 
possible  in  the  school  laboratory.  It  also  offers  an  opportunity 
for  women's  classes  to  learn  many  things  about  the  home  which 
perhaps  could  not  be  taught  in  their  own  homes  without  giving 
offense. 

So  far  all  the  work  in  this  "model"  house  has  been  done  by 
the  girls'  groups  meeting  after  school.  The  instruction  has  been 
entirely  in  "rejuvenating"  processes:  house-cleaning,  interior 
painting,  finishing  floors  and  cleaning  wall  paper.  It  was 
intended  that  the  actual  work  in  these  lines  should  be  done  by 
the  girls,  giving  the  mothers  an  opportunity  to  observe  and  learn 
any  facts  in  connection  with  the  work  which  might  be  of  interest 
to  them.  Up  to  the  present  time  the  house  has  not  been  equipped 
to  accommodate  the  women's  classes.  These  have  continued  to 
meet  in  homes. 

When  the  rejuvenating  processes  are  completed  by  the  girls, 
the  house  is  to  be  so  equipped  that  there  will  be  a  room  for  Eng- 
lish classes  and  a  kitchen  in  which  girls'  classes  will  be  given 
instruction  in  the  planning  and  preparation  of  meals  on  the 
basis  of  food  value  and  comparative  cost  and  which  will  also 
serve  as  a  place  for  canning  and  other  food  demonstrations  of 
interest  to  mothers.  There  will  also  be  one  large  room  furnished 
as  a  living-room  and  so  equipped  that  it  can  be  used  in  turn  for 
a  party,  a  sewing  laboratory,  a  demonstration  in  home  care  of  the 
sick,  or  for  serving  a  meal.  Materials  and  equipment  used  thus 
far  have  been  supplied  by  the  Board  of  Education,  Missionary 
Union,  and  Home  and  School  League. 

'No  discussion  of  home  work  could  be  complete  without  men- 
tioning the  matter  of  home  visiting.  We  believe  that  the  home 
visits  are  the  backbone  of  all  work  with  women  and  the  mainstay 
of  group  activities.  While  the  home  visitor  or  recruiting  agent 
need  not  necessarily  be  the  group  teacher,  yet  it  is  great 
advantage  if  the  teacher  can  keep  in  touch  with  the  class  by  visit- 
ing the  students  in  their  homes.  The  first  business  of  the  home 
visitor  is  to  become  acquainted  with  the  woman  and  the  home. 
She  will  become  a  relief  agent  if  necessary,  that  is,  she  will  bring 
the  nurse,  the  doctor,  the  charity  visitor  or  other  social  worker 
if  such  a  help  is  needed.  She  may  be  visiting  to  invite  her 
hostess  to  a  party,  but  whatever  the  immediate  object  of  her  visit 
she  must  keep  constantly  in  mind  that  her  ultimate  purpose  is 


Ohio  3971 

to  become  a  helpful  friend.  She  will  try  to  interest  her  hostess 
in  joining  any  groups  or  classes  formed  to  aid  her  in  becoming 
a  better  American  citizen  and  a  better  home-maker.  All  experi- 
ence with  home  work  indicates  that  the  best  results  are  obtained 
by  limiting  one's  activities  to  a  small  section  or  district  of  the  city 
at  a  time. 

There  should  be  a  recruiting  agent  in  charge  of  each  district. 
She  may  be  a  missionary  worker  or  a  home  teacher,  or  a  home 
and  school  league  representative  or  any  other  interested  person 
who  can  be  depended  upon  to  stand  by  the  job.  She  need  not 
necessarily  do  all  of  the  home  visiting  herself  but  she  should 
know  how,  when,  where,  and  by  whom  it  is  done.  There  should 
be  a  suitable  place  for  holding  classes  in  English  and  subjects 
relating  to  home  problems  and  health.  There  should  be  the  best 
possible  corps  of  instructors  available  for  teaching  these  classes. 

A  Day's  Schedule 

The  home  worker,  if  she  is  visitor  and  teacher  as  well,  will 
probably  wish  to  spend  her  mornings  in  preparing  material  for 
lessons  or  demonstrations  and  in  making  home  visits.  She  will 
want  to  call  on  numbers  of  her  classes  to  remind  them  of  the 
class  hour  and  to  keep  in  touch  with  their  home  life.  She  will, 
of  course,  visit  any  who  are  sick.  She  may  not  be  able  to  do 
more  than  give  sympathy  or  helpful  advice,  but  if  she  returns 
the  next  day  with  some  article  of  food  daintily  prepared  she  will 
have  an  opportunity  to  talk  over  with  the  mother  the  whole  matter 
of  diet  and  preparation  of  food  for  sick  people. 

In  the  next  home  she  perhaps  will  find  that  the  twins  are  ill 
and  in  the  course  of  the  mother's  anxious  conversation  learns  that 
the  milk  is  sour  but  the  twin  don't  mind,  she  says,  because  they 
like  sauerkraut.  The  visitor  persuades  the  mother  that  sour  milk 
will  make  the  babies  sick  even  if  they  do  like  it  and  she  tells  the 
mother  about  the  importance  of  using  an  ice-box  or  refrigerator 
during  the  warm  weather. 

Perhaps  next  door  the  mother  is  puzzling  over  a  piece  of 
material  that  she  wants  to  make  into  a  dress  for  Mary  or  herself. 
The  teacher  will  very  likely  be  asked  how  it  should  be  made 
and  perhaps  asked  to  help  cut  it  out. 

She  will  want  to  make  some  calls  at  new  homes.  In  this  case 
she  will  probably  need  an  interpreter. 


3972  Citizenship  Training  in  Other  States 

At  the  first  stop  she  finds  a  tubercular  mother  with  a  baby  In 
her  arms.  She  hastens  to  the  nearest  phone  to  call  the  health 
department  to  have  a  nurse  visit  the  home. 

In  the  afternoon  there  will  be  one  or  more  classes,  either  a 
girls'  or  a  women's  class  in  the  ''house  laboratory,"  or  a  home 
class. 

There  may  also  be  a  class  in  the  evening  for  mothers  who  work 
in  the  factory  all  day. 

Such  a  program  as  the  above  illustrates  fairly  well  the  many 
and  various  duties  of  the  home  worker.  'No  two  days  will  be 
exactly  alike,  but  each  will  be  filled  with  interesting  experiences 
alive  with  opportunities  for  service.  The  home  teacher  and  visitor 
is  a  vital  factor  in  the  whole  scheme  of  Americanizing  a  city. 

2.     Citizenship  Training  in  Cincinnati 

Letter  from  Frank  P.  Goodwin,  Director,  Cincinnati  Public 
Schools,  Cincinnati,  November  14,  1919: 

"In  June,  1918,  we  had  a  Community  Center  Institute 
for  the  training  of  teachers  and  social  workers  in  Americani- 
zation work.  Through  the  influence  of  other  activities  of  the 
Americanization  Executive  Committee,  the  community  has 
become  very  much  alive  to  the  question  of  Americanization. 

"  For  a  number  of  years  we  have  been  conducting  classes 
in  Americanization,  but  the  difficulty  here,  as  I  believe  it  is 
everywhere  else,  is  to  get  the  immigrants  who  need  English 
most  to  come  to  the  school.  My  opinion  is  that  as  much 
money  as  necessary  should  be  spent  for  trained  workers  who 
will  do  field  service  and  make  the  necessary  contact  between 
the  home  and  the  school,  and  the  shop  and  the  school,  so  as  to 
bring  these  immigrants  in. 

"  WIe  have  some  shop  classes,  but  they  have  not  been  very 
extensively  developed.  Our  opinion  in  Cincinnati  is  that 
under  no  circumstances  should  adults  be  compelled  to  learn 
English.  On  the  other  hand  we  believe  that  every  means  of 
legitimate  persuasion  should  be  used.  A  state  law  however 
compels  persons  under  eighteen  years  of  age  who  have  not 
the  equivalent  of  a  sixth  grade  education  to  attend  school. 
We  do  not  believe  that  you  can  Americanize  a  man  through 
compulsion.  These  foreigners  who  come  to  us  come  from  an 
environment  where  the  personality  of  the  individual  is  sup" 
pressed    and    that    attitude    on    the    part    of    authorities    in 


b^7 


Ohio  3973 

America,  it  seems  to  me,  will  result  in  exactly  the  opposite 
object  for  which  we  are  striving. 

"  The  United  States  Bureau  of  Education  as  you  perhaps 
know  is  publishing  considerable  material  in  regard  to  this, 
as  well  as  your  own  state.  I  know  of  no  persons  anywhere 
in  this  country  who  have  a  broader  viewpoint  or  who  have  a 
better  understanding  of  this  subject  than  the  school  authori- 
ties in  the  State  of  New  York  or  ISTew  York  City." 

3.     Citizenship  Training  in  Cleveland 

LETTER  FROM  GEORGE  E.  CARROTHERS,  ASSISTANT  SUPERIN- 
TENDENT, BOARD  OF  EDUCATION,  DIVISION  OF  EDUCATIONAL 
EXTENSION,   CLEVELAND,    NOVEMBER    11,    1919: 

''  I  have  your  letter  of  JSTovember  4th,  inquiring  about  our 
program  of  education  and  Americanization  for  adult  illiterate 
foreigners.  Our  work  is  planned  along  three  different  though 
somewhat  related  lines.  First,  the  community  center  activi 
ties  carried  on  afternoons  and  evenings  in  school  buildings 
libraries,  settlement  houses  and  other  places  throughout  the 
city.  This  work  is  in  the  direct  charge  of  a  full  time  super- 
visor of  community  centers,  and  consists  of  work  with 
mother's  clubs,  parent-teacher  associations,  group  and  com- 
munity singing,  evening  classes  in  cooking  and  sewing  for 
office  and  shop  girls,  gymnasium  classes  of  various  sorts, 
social  dancing,  etc.  This  activity  touches  several  thousand 
people  each  week  bringing  them  into  close  relationships  with 
each  other  thereby  promoting  acquaintance  and  understand- 
ing within  the  gTOup. 

"  Second,  we  have  about  6,000  students  mostly  adults 
enrolled  in  night  high  schools.  These  men  and  women  are 
not  illiterate  nor  are  they  non-English  speaking,  but  they  are 
quite  largely  of  foreign  parentage.  So  we  feel  that  this  is 
one  definite  line  of  Americanization  work. 

"  Third,  we  have  several  thousand  students  enrolled  in 
elementary  Americanization  schools  in  libraries,  factories, 
school  buildings,  etc.  of  afternoons  and  evenings.  These  are 
all  adult  men  and  women  from  foreign  countries  very  few  of 
whom  speak  English  when  they  enter  these  elementary 
schools.  Some  of  them  have  an  education  in  their  own 
language  but  for  the  most  part  they   are  illiterate.      This 


3974  Citizenship  Tkaining  in  Othee  States 

department  is  authorized  bj  the  Board  of  Education  to  con- 
duct these  classes  in  any  place  and  any  time  that  a  sufficiently 
large  number  of  men  and  women  get  together  and  want  a 
class.  "We  select,  train,  pay  and  supervise  all  these  teachers. 
In  addition  to  this  work  in  elementary  classes  carried  on  by 
the  Board  of  Education  there  are  a  number  of  citizenship 
classes  in  which  instruction  is  given  to  men  and  women  who 
are  desirous  of  taking  out  their  second  papers.  All  of  the 
above  activities  combined  touch  only  a  small  fraction  of  the 
men  and  women  who  ought  to  be  reached.  I  say  this  because 
we  sometimes  get  to  looking  at  the  several  thousand  people  we 
do  reach,  and  forget  the  thousands  of  others  whom  we  have 
not  yet  reached. 

"  In  regard  to  the  matter  of  compulsory  education  for 
adult  foreigners,  permit  me  to  say  that  I  am  heartily  in  favor 
of  it  for  all  foreig-ners  who  enter  our  country  from  this  time 
on.  But,  in  regard  to  those  who  are  here  it  would  be  an 
impossibility  to  teach  some  of  the  older  ones,  and  I  do  not  see 
where  funds  could  be  secured  if  such  a  program  were  contem- 
plated. T^^lat  we  ought  to  have  right  now  in  Cleveland  is 
sufficient  funds  for  establishing  schools  for  all  those  who  want 
elementary  education  and  for  stimulating  others  to  desire 
education.  In  that  way  we  could  reach  a  good  many  times 
as  many  as  we  are  now  reaching.  This  would  help  somewhat 
and  it  would  be  done  without  compulsion.  I  am  just  a  little 
afraid  that  if  we  try  to  compel  men  and  women  to  take  up  a 
new  language  it  will  cause  them  to  hold  on  to  their  own 
language  even  more  tenaciously  than  ever.  If  the  compul- 
sory idea  is  explained  to  them  before  they  leave  their  homes 
for  this  country  I  believe  the  effect  would  be  different." 


b.     A  REPORT  BY  THE  COIMIVIITTEE  OX  EDUCATION  OF  THE 
CLEVEL.\XD  CHAMBER  OF  COMMERCE 

Approved  by  the  Board  of  Directors  October  29,  1918. 

To    the    Board    of    Directors    of    The    Cleveland    Chamber    of 
Commerce: 

Gentlemen. —  The  first  report  on  organized  Americanization 
work  in  Cleveland  made  December  12,  1916,  by  your  committee  on 
education  offered  certain  definite  recommendations  as  to  methods  to 
be  adopted  in  prosecuting  the  work. 


Ohio  3975 

In  accordance  with  your  request  that  we  review  for  the  benefit 
of  the  members  of  the  Chamber  the  progress  of  the  work  and  the 
extent  to  which  the  recommendations  made  in  1916  have  been 
followed,  we  submit  the  following  report. 

Although  much  valuable  service  had  been  rendered,  during  the 
course  of  many  years,  by  various  organizations  and  individuals, 
looking  toward  the  establishment  of  closer  contacts  between  native- 
bom  and  foreign-born  Americans,  it  was  not  until  1916  that 
definite  measures  were  taken  to  combine  these  efforts  and  to  formu- 
late plans  for  the  organization  of  the  Americanization  work  in 
Cleveland  on  a  scale  commensurate  with  the  size  of  the  problem. 
It  was  after  studying  the  situation  existing  in  Cleveland  and  the 
plans  that  had  been  made  in  various  cities  of  the  country  which, 
like  Cleveland,  had  become  aroused  by  the  war  to  the  importance 
of  stai'ting  at  once  to  coiTcct  conditions  that  had  been  allowed  to 
grow  up  during  years  of  neglect,  that  your  committee  on  education 
submitted  its  first  report  in  1916. 

Within  a  few  days  after  the  declaration  of  war  by  the  United 
States  against  Germany  on  April  6,  1917,  Mayor  Harry  L.  Davis 
appointed  the  Mayor'  Advisory  War  Board,  which  created  a  com- 
mittee designated  as  the  "  Committee  on  Teaching  English  to 
Foreigners."  Shortly  thereafter  the  chairman  of  your  committee 
on  education  became  chairman  of  that  committee  also,  and,  recog- 
nizing that  its  purpose  ought  to  be  broader  than  the  mere  teaching 
of  English,  asked  that  the  title  be  changed  to  "  The  Cleveland 
Americanization  Committee "  (of  the  Mayor's  Advisory  War 
Board),  That  committee  has  sought  to  affiliate  the  most  important 
agencies  that  touch  the  foreign-born  and  to  work  out  methods  for 
establishing  a  better  understanding  between  them  and  the  native- 
born  Americans.  The  semi-annual  and  annual  reports  of  the 
Cleveland  Americanization  Committee,  which  are  obtainable  at 
226  City  Hall,  review  the  work  of  that  committee  in  greater  detail 
than  is  necessary  for  this  report.  Our  purpose  is  to  examine  our 
recommendations  of  December,  1916,  in  the  light  of  the  experience 
of  the  nearly  two  years  that  have  elapsed  in  order  to  detennine 
what  principles  have  been  worked  out  as  safe  guides  for  future 
action. 

There  can  be  little  doubt  that  from  this  war  our  country  will 
derive  lasting  benefits  that  will  shape  our  national  life  in  the  future 
in  a  way  that  could  not  have  been  foreseen  a  few  years  ago.  Kot 
only  have  there  been  astonishing  changes  in  our  position  in  world 


3976  Citizenship  Training  in  Othee  States 

politics,  but  equally  surprising  and  important  changes  have  taken 
place  in  the  internal  life  of  our  country.  The  war  has  already 
done  for  us  the  following : 

1.  It  has  caused  us  to  re-examine  the  fundamental  principles 
upon  which  our  government  rests  and  to  prize  our  American  citi- 
zenship as  never  before.  There  has  come  to  us  the  full  meaning  of 
the  statement  in  the  Declaration  of  Independence  —  "  Wc  hold 
these  truths  to  be  self-evident,  that  all  men  are  created  equal,  that 
they  are  endowed  by  their  Creator  with  certain  inalienable  Rights, 
that  among  these  are  Life,  Liberty  and  the  pursuit  of  Happiness. 
That  to  secure  these  Rights,  Gt)vernments  are  instituted  among 
Men  deriving  their  just  powers  from  the  consent  of  the  governed." 

2.  It  has  produced  evidence  of  the  most  striking  character  as  to 
the  need  of  taking  up  at  once  as  one  of  the  most  pressing  of  our 
national  problems  the  breaking  down  of  the  barriers  that  have  here- 
tofore existed  between  many  so-called  "  ITational  Groups,"  so  that 
the  danger  that  the  United  States  may  become  a  conglomerate  of 
peoples  from  every  land  rather  than  a  unified  nation  may  forever 
be  removed. 

3.  It  has  produced  evidence  equally  convincing  that  however 
stupendous  the  problem  of  Americanization  may  appear,  it  can  be 
solved. 

Although  it  had  been  known  that  great  changes  must  have  been 
wrought  in  the  life  of  the  nation  by  the  stream  of  immigration 
which  during  the  period  of  twenty-five  years  or  more  prior  to  1914 
had  mounted,  until,  in  spite  of  the  outbreak  of  the  war,  at  the  end 
of  the  first  seven  months  the  number  of  immigrants  in  1914  reached 
the  total  of  1,218,480,  yet  it  was  not  until  the  draft  gave  an  oppor- 
tunity to  secure  a  cross-section  of  our  population  that  we  came  to 
realize  what  had  really  happened. 

To  quote  from  the  admirable  address  delivered  by  Hon.  Franklin 
K.  Lane,  Secretary  of  the  Interior,  on  April  3,  1918,  on  '^ Ameri- 
canization as  a  War  Measure." 

"  Now  there  are  several  things  which  we  have  come  upon 
recently  which  seem  to  those  of  us  who  have  not  been  wise  to 
be  discoveries.  The  first  is  that  we  have  a  great  body  of  our 
own  people,  five  and  a  half  millions,  who  cannot  read  or  write 
the  language  of  this  country.  That  language  is  English. 
And  these  are  not  all  of  foreign  birth.  A  million  and  a  half 
are  native-born.  The  second  is  that  we  are  drafting  into  our 
army  men  who  cannot  understand  the  orders  that  are  given 


Ohio  3977 

them  to  read.  The  third  is  that  onr  man  power  is  deficient 
because  our  education  is  deficient.  The  fourth  is  that  we  our- 
selves have  failed  to  see  America,  through  the  eyes  of  those 
who  have  come  to  us.  We  have  failed  to  realize  whv  it  was 
that  they  came  here  and  what  thev  sought.  We  have  failed 
to  understand  their  definition  of  liberty." 

and  again  from  a  letter  from  Secretary  Lane  to  the  President  and 
to  Senator  Hoke  Smith  and  Representative  William  J.  Sears: 

"  There  are  now  nearly  700,000  men  of  draft  age  in  the 
United  States  who  are,  I  presume,  registered,  who  cannot 
read  or  write  in  English  or  in  any  other  language. 

"  Over  4,600,000  of  the  illiterates  in  the  country  were 
twenty  years  of  age  or  more.  This  figure  equals  the  total 
population  of  the  states  of  California,  Oregon,  Washington, 
Montana,  Idaho,  Wyoming,  Colorado,  Utah,  Nevada,  Arizona, 
New  Mexico  and  Delaware. 

"  It  has  been  estimated  by  one  of  those  concerned  with 
this  problem  that  if  these  five  millions  and  a  half  illiterate  per- 
sons were  stretched  in  a  double  line  of  march  at  intervals  of 
three  feet  and  were  to  march  past  the  White  House  at  the 
rate  of  twenty-five  miles  a  day,  it  would  require  more  than  two 
months  for  them  to  pass. 

"  I  beg  vou  to  consider  the  economic  loss  arising  out  of  this 
condition.  If  the  productive  labor  value  of  an  illiterate  is 
less  by  only  fifty  cents  a  day  than  that  of  an  educated  man  or 
woman,  the  country  is  losing  $825,000,000  a  year  through 
illiteracy.  This  estimate  is  no  doubt  under  rather  than  over 
the  real  loss.  The  federal  government  and  the  states  spend 
millions  of  dollars  in  trying  to  give  information  to  the  people 
in  rural  districts  about  farming  and  home-making.  Yet 
3,700,000,  or  10  per  cent,  of  our  country  folk  cannot  read  or 
write  a  word.  They  cannot  read  a  bulletin  on  agriculture,  a 
farm  paper,  a  food-pledge  card,  a  Liberty  Loan  appeal,  a 
newspaper,  the  Constitution  of  the  United  States,  or  their 
Bibles,  nor  can  they  keep  personal  or  business  accounts.  An 
uninformed  democracy  is  not  a  democracy.  A  people  who 
cannot  have  means  of  access  to  the  mediums  of  public  opinion 
and  to  the  messages  of  the  President  and  the  acts  of  Congress 
can  hardly  be  expected  to  understand  the  full  meaning  of  his 
war,  to  which  they  all  must  contribute  in  life  or  property  or 
labor. 


3978  Citizenship  Training  in  Othee  States 

"  It  would  seem  to  be  almost  axiomatic  that  an  illiterate 
man  cannot  make  a  good  soldier  in  modern  warfare.  Until 
last  April  the  regular  army  would  not  enlist  illiterates,  yet 
in  the  first  draft  between  30,000  and  40,000  illiterates  were 
brought  into  the  army,  and  approximately  as  many  near 
illiterates. 

"  They  cannot  sign  their  names. 

"  They  cannot  read  their  orders  posted  daily  to  bulletin 
boards  in  camp. 

"  They  can-not  read  their  manual  of  arms. 

"  They  cannot  read  their  letters  or  write  home. 

"  They  cannot  understand  the  signals  or  follow  the  Signal 
Corps  in  time  of  battle." 

In  order  to  determine  the  extent  of  the  problem  presented  in 
the  various  army  camps  by  the  foreign-born  unable  to  speak  Eng- 
lish, the  Cleveland  Americanization  Committee  wrote  to  the  Y.  M. 
C.  A.  educational  secretaries.  The  following  summary  needs  no 
comment : 

Number  of 
Non -English 
Name  Speaking 

of  Camp  Location  Men 

Devens,  Ayer,  Massachusetts 2,000 

Greene,  Charlotte,  N'orth  Carolina 3,500 

Gordon,  Atlanta,  Georgia 3,000 

Kearney,  Linda  Vista,  California 3,500 

Meade,  Annapolis  Junction,  Maryland 1,000 

Sherman,   Chillicothe,   Ohio 3,000 

Sheridan,  Montgomery,  Alabama 1,600 

Upton,  Yaphank,  Long  Island 5,000 


Those  who  have  been  familiar  with  the  operation  of  the  draft 
law  in  Cleveland,  especially  those  who  have  aided  registrants  in 
the  filling  out  of  questionnaires,  will  recognize  the  truth  of  the 
following  statements  made  in  the  valuable  booklet  entitled  "  The 
School  and  the  Immigrant,"  edited  by  Prof.  Herbert  A.  Miller,  of 
Oberlin,  and  issued  by  the  Survey  Committee  of  the  Cleveland 
Foundation  in  1916: 

"  Cleveland's  foreign  population  is  becoming  increasingly 
foreign  from  the  standpoint  of  ability  to  read,  write,  speak 
and  understand  the  Englisli  language.  In  1900  less  than  one- 
fifth  of  the  foreigners  in  the  city  ten  years  old  and  over  were 


Ohio  3979 

unable  to  speak  English;  in  1910  the  proportion  of  non- 
English-speaking  foreigners  had  risen  to  nearly  one-third  of 
the  total.  ...  In  proportion  to  its  total  foreign  popula- 
tion there  are  over  one  and  one-fourth  as  many  unable  to 
speak  English  as  in  Chicago,  nearly  one  and  two-fifths  as 
many  as  in  N'ew  York,  and  approximately  three  times  as 
many  as  in  Boston.      .     .     . 

"  There  are  at  the  present  time  between  60,000  and  65,000 
men  in  Cleveland  who  are  not  citizens  of  the  United  States. 
Of  every  100  men  of  voting  age  in  1910,  approximately  30 
possessed  no  political  rights  or  interests  in  this  country  and 
owed  no  allegiance  to  the  government  of  the  United  States. 

"  In  recent  years  there  has  been  a  marked  change  for  the 
worse  in  this  respect  throughout  the  entire  country,  but  in 
few  of  the  larger  cities  has  the  downward  trend  been  more 
pronounced  than  in  Cleveland.  Of  the  ten  American  cities 
having  the  largest  foreign  population  in  1910,  only  two, 
Philadelphia  and  Pittsburgh,  showed  a  higher  proportion  of 
foreign  men  who  had  taken  no  steps  to  obtain  American 
citizenship." 

Not  only  has  the  war  brought  to  light  many  new  facts,  or 
re-emphasized  the  importance  of  facts  previously  known,  as  to  the 
complex  character  of  the  population  of  our  country  and  our  city, 
but  it  has  raised  the  Americanization  movement  from  being  one 
that  even  two  years  ago  was  regarded  by  many  as  merely  one  of 
social  uplift,  which,  however  worthy  its  object,  could  be  put  aside 
until  the  indefinite  future,  until  it  is  now  recognized  that  the  weld- 
ing together  of  the  many  peoples  within  our  borders  into  one  strong 
nation  is  of  paramount  importance  in  the  winning  of  the  war  and 
in  preparing  for  the  work  of  reconstruction  and  readjustment  that 
must  follow  the  war. 

We  are  realizing  that  the  way  in  which  we  treat  our  foreign- 
born  in  America  affects  not  only  our  own  national  life  but  the  lot 
of  millions  of  persons  in  foreign  lands  who  are  bound  to  us  by  ties 
of  kinship  and  who  more  and  more  are  looking  to  our  country  for 
guidance,  Mr.  George  Creel,  Chairman  of  the  Committee  on  Pub- 
lic Information,  has  said : 

"One  of  the  forces  which  betrayed  Russia  was  the  thou- 
sands of  Russians  who  went  back  from  the  Ghetto  to  tell  them 
that  Americanism  was  a  lie ;  that  there  was  no  such  thing  as 
democracy,  no  such  thing  as  equality,  no  such  thing  as  hope." 


3980  Citizenship  Tkahnhn-g  in  Othee  States 

There  can  be  no  doubt  that  what  is  being  done  in  Cleveland  and 
in  all  other  American  cities  having  a  large  foreign-born  population 
to  spread  a  knowledge  of  the  fundamental  principles  upon  which 
our  national  life  rests  will  have  a  tremendous  influence  upon  the 
future  historv  of  everv  country  in  the  world. 

*j  nJ  ty 

It  has  been  very  noticeable  that  the  Americanization  appeals 
that  have  impressed  employers  of  late  have  been  those  that  have  as 
their  basis  patriotism  rather  than  simply  those  of  economic  advan- 
tage such  as  in  the  reduction  of  labor  turnover,  increasing  of  indi- 
vidual efficiency,  reduction  of  accidents,  abolition  of  interpreters, 
and  elimination  of  misunderstandings. 

The  surprising  conditions  which  have  been  found  to  exist  in  this 
country  have  resulted  from  a  nation-wide  neglect  of  the  problem 
of  the  immigrant,  a  neglect  for  which  all  of  us  Americans  must 
share  the  blame  but  chiefly  those  of  us  who  happened  to  be  native- 
born  and  therefore  in  a  position  to  make  the  laws  and  determine 
the  policies  of  the  country.     When  we  realize  that  for  more  than 
twenty-five  years  no  means  w^ere  provided  to  get  the  hundreds  of 
thousands  of  immigrants  arriving  at  our  shore  each  year  to  the 
places  where  they  were  needed,  we  can  not  wonder  that  thousands 
who  would  willingly  have  gone  to  other  parts  of  the  country  to 
continue  their  lives  as  farmers,  became  herded  into  cities  along  the 
Atlantic  Coast.     Tl^ien  we  realize  that  during  this  period  no  con- 
certed efi'ort  was  made  to  induce  the  immigrants,  most  of  w^hom 
during  the  latter  part  of  this  period  came  from  southern  and  south- 
eastern Europe,  to  learn  English  or  to  regard  the  United  States  as 
their  home,  we  should  not  be  surprised  that  many  of  the  foreign- 
born  have  preferred  to  live  in  groups  having  few  contacts  with 
other  groups  and  sometimes  under  conditions  and  according  to 
standards  that  are  quite  un-American.     And  when  we  realize  that 
American  citizenship  has  been  so  little  prized  that  ■n  seven  states 
of  the  Union,  and  until  recently  in  nine,  it  was  possible  for  immi- 
gTants  who  had  merely  taken  out  their  first  papers  and  were  there- 
fore still  subjects  of  other  nations,  to  vote,  and  when  we  further 
study  the  way  in  which  naturalization  matters  have  been  handled 
in  this  country,  we  can  well  understand  how  millions  of  the  foreign- 
born  have  not  become  impressed  with  the  importance  of  becoming 
American  citizens. 

It  is  indeed  fortunate  for  our  country  that  the  war  has  called 
attention  to  existing  conditions  and  made  it  possible  to  plan  for 
the  improving  of  these  conditions  so  as  to  avoid  in  the  future  the 


Ohio  3981 

mistakes  that  have  been  made  in  the  past.  It  is  also  fortunate 
for  the  United  States  that  the  foreign-born  have  proven  themselves 
so  splendidly  loyal  not  alone  because  of  the  military  effect  in  the 
present  war,  but  also  because  it  means  that  they  can  be  counted 
upon  to  join  with  the  native-born  in  making  our  common  country 
a  better  land  for  all  of  us.  The  opportunities  that  the  war  has 
given  to  the  foreign-born  and  which  they  have  seized  so  wonder- 
fully, to  show  what  a  tremendous  asset  they  are  to  this  country, 
have  already  broken  down  many  of  the  strongest  barriers  that  the 
neglect  and  indifference  of  years  had  erected  between  old  and  new 
Americans.  There  has  been  a  mutual  recognition  that  the  funda- 
mental ideals  for  which  all  stand  are  the  same,  that  they  are  the 
principles  upon  which  our  government  and  our  liberties  rest,  and 
that  they  afford  a  basis  for  a  common  understanding  which  can 
be  used  to  sweep  away  all  remaining  barriers  which  have  largely 
owed  their  existence  to  lack  of  a  common  tong;ue  and  to  need  of 
better  education,  and  will  make  it  possible  to  weave  into  our 
common  national  life  the  contributions  that  every  one  of  the  many 
peoples  in  our  country  is  able  to  make. 

Methods  of  Americanization 

In  order  to  correct  the  mistakes  of  the  past  and  avoid  like  ones 
in  the  future,  it  is  necessary  that  immigrants  should  be  dealt  with 
according  to  some  definite  plan  in  which  the  nation,  the  state  and 
each  community  can  co-operate.  This  plan  should  be  compre- 
hensive enough  to  give  to  every  non-English  speaking  or  non- 
naturalized  resident  an  opportunity  to  learn  to  read,  write  and 
speak  English,  to  learn  about  the  history  and  ideals  of  the  United 
States,  and  ultimately  to  become  a  citizen  qualified  to  fulfill  his 
duties  as  such. 

It  has  been  stated  that  heretofore  matters  directly  affecting 
immigrants  have  been  handled  by  eighteen  different  bureaus  or 
officers  in  Washington.  Whatever  the  number  it  is  certain  that 
the  lack  of  any  national  policy  has  been  due  largely  to  this  dis- 
tribution of  authority,  which  occurred  through  historical  growth 
rather  than  design.  There  is  every  indication  that  this  condition 
will  be  changed  and  if  the  bill  now  before  Congress  for  having  the 
Federal  Government  co-operate  with  the  various  states  in  formu- 
lating plans  and  bearing  the  expense  of  Americanization  work  is 
passed  an  important  step  forward  will  have  been  taken. 


3982  Citizenship  Training  in  Othee  States 

Ohio  also  is  getting  in  line.  A  conference  at  Columbus  of 
representatives  from  vai'ious  cities  was  called  by  Governor  Cox  in 
May,  1918,  and  as  one  result  thereof  Prof.  EajTnond  Moley,  of 
Western  Reserve  University,  who  has  also  been  Director  of 
Citizenship  in  the  Cleveland  public  schools,  has  been  appointed 
Director  of  Americanization  by  the  Ohio  Board  of  the  Council  of 
Defense. 

It  is  to  be  hoped  that  national  and  state  plans  for  Americaniza- 
tion can  be  speedily  developed,  for  many  of  the  things  that  need 
to  be  done  can  be  handled  better  thus  than  by  any  particular  com- 
munity.   Among  these  the  follo"wing  are  suggested : 

1.  There  should  be  printed  in  various  languages,  preferably  with 
an  English  translation  also,  and  placed  in  the  hands  of  the  foreign- 
born,  books  descriptive  of  the  United  States,  telling  about  its 
history,  its  great  men,  its  ideals  (as  revealed  by  its  entire  past 
history,  including  its  conduct  during  the  present  war),  and  the 
advantages  of  making  their  permanent  home  here.  Up  to  the 
present  time  we  have  been  proceeding  upon  the  theory  that  the 
immigrant  should  first  learn  English  and  then  read  in  English 
about  America.  This  is  a  slow  process,  especially  since  frequently 
he  does  not  feel  any  desire  to  learn  English.  A  wiser  plan,  as 
suggested  by  many  of  the  foreign-born  who  are  now  good  Ameri- 
can citizens,  appears  to  be  to  make  use  of  the  immigrant's  own 
tongue  to  tell  him  about  this  country  and  to  give  him  the  motive  for 
wanting  to  learn  English  and  to  become  a  citizen.  Similar  mate- 
rial should  be  published  in  the  various  foreign  language  news- 
papers. 

2.  l^Tative-bom  Americans  should  be  urged  to  acquaint  them- 
selves with  the  history  and  traditions  of  the  lands  from  which  the 
new  Americans  have  come,  for  the  general  ignorance  of  most 
native-born  and  even  college-bred  Americans,  as  to  many  European 
countries,  has  been  appalling.  It  is  interesting  to  note  that  in 
various  parts  of  the  country  the  "  Four-Minute  Men  "  have  been 
speaking  about  the  history  and  aims  of  the  Czecho-Slovaks,  the 
Jugo-Slavs,  the  Poles  and  the  Roumanians,  and  that  in  many 
schools,  including  those  of  Cleveland,  serious  attention  is  to  be 
paid  to  the  study  of  the  history  of,  and  conditions  in,  modern 
Europe.  Those  who  have  read  the  pamphlet  entitled  "  The  Slovaks 
of  Cleveland,"  written  by  Mrs.  Elenor  E.  Lcdbetter,  and  issued  by 
the  Cleveland  Americanization  Committee  as  the  first  of  a  series 
which  it  is  hoped  to  publish,  will  appreciate  what  an  extremely 


Ohio  3983 

interesting  study  our  new  Americans  mate.  Sucli  a  study  is  cer- 
tain to  increase  our  respect  for  the  valuable  contributions  that  they 
have  already  made  and  stand  ready  to  make  to  our  American  life. 
We  will  quickly  come  to  appreciate  why  they  do  not  like  to  be 
characterized  as  "  foreigners."  In  the  words  of  Secretary  Lane^ 
"  Xever  forget  that  the  man  who  is  not  born  here  may  have  within 
his  soul  the  very  essence  of  Americanism,  and  may  have  had  it 
long  before  he  ever  saw  New  York  harbor  or  the  Golden  Gate." 

If  it  were  possible  to  banish  from  use  everywhere,  as  has  been 
done  in  the  army,  the  nicknames  frequently  given  to  the  foreign- 
born,  this  would  do  much  to  secure  for  them  more  considerate  treat- 
ment than  has  always  been  shown  them.  Again  if  the  children  of 
the  foreign-born,  who  so  quickly  become  Americanized,  realize  that 
their  fathers  and  mothers,  even  though  unable  to  speak  English,  are 
lespected  by  native-born  Americans,  they  too  will  respect  them  and 
much  unhappiness  that  exists  today  will  be  avoided  in  those  homes 
where  the  second  generation  regard  their  parents  as  "  foreigners." 

3.  The  foreign  language  newspaper  situation  should  be  care- 
fully studied.  Those  who  have  not  familiarized  themselves  suffi- 
ciently with  the  problem  and  who  fail  to  recognize  that  Americani- 
zation is  largely  a  matter  of  education  and  therefore  necessarily  a 
slow  process,  are  likely  to  feel  that  the  foreign  language  press  should 
immediately  be  abolished.  They  argue  that  if  this  were  done 
everyone  would  at  once  learn  English.  This  result  is  by  no  means 
certain.  On  the  contrary,  measures  of  too  repressive  a  character 
might  well  defeat  themselves,  just  as  has  proven  the  case  in  Alsace- 
Lorraine,  Austria-Hungary  and  Poland,  and  serve  to  perpetuate 
the  foreign  langiiages,  and  in  any  event  the  immediate  result  would 
almost  certainly  be  to  create  a  body  of  several  million  persons  who 
would  be  almost  wholly  uninformed  as  to  what  was  going  on  in  the 
world  and  likely  to  be  affected  by  all  sorts  of  unfounded  rumors. 

For  the  present,  at  least,  it  seems  wisest  to  make  use  of  the  for- 
eign language  press  for  the  spreading  of  Americanization  ideas. 
Speaking  for  Cleveland,  the  editors  of  most  of  the  foreign  language 
papers  have  shown  a  desire  to  help.  There  is  a  large  field  here 
for  the  publication  in  foreign  languages  and  in  English  of  articles 
about  America  and  our  aims  in  the  war.  Some  advertisers  in  the 
foreign  language  papers  have  adopted  the  policy  of  having  their 
advertisements  published  in  English  as  well  as  in  the  foreign 
tongue,  using  parallel  columns,  so  that  the  reader  may  get  a  lesson 
in  English  from  the  reading  of  his  newspaper. 


3984  Citizenship  Teai^ting  in  Othee,  States 

4.  At  the  next  session  of  the  Ohio  Legislature  those  sections  of 
the  statute  which  require  the  publication  of  a  certain  legal  notices 
in  German  or  other  foreign  language  newspapers  should  be 
repealed.  These  are  sections  6252,  6253,  4228,  11683,  5704,  as 
amended  in  107  Ohio  Laws,  page  735. 

5.  At  the  next  session  of  the  Ohio  Legislature  a  law  should  be 
passed  in  accordance  with  the  resolution  adopted  at  Secretary 
Lane's  Americanization  Conference  held  at  Washington  on  April 
3,  1918,  which  recommended  "  That  in  all  schools  where  element- 
ary subjects  are  taught  they  should  be  taught  in  the  English 
language  only." 

6.  Procedure  governing  naturalization  should  be  reformed  so 
that  the  preparation  received  will  teach  the  newcomer  his  rights 
and  duties  as  a  citizen  and  not  be,  as  too  frequently  in  the  past,  a 
mere  test  of  abilitv  to  memorize  certain  facts,  manv  of  which  were 
unimportant,  and  be  further  reformed  so  that  in  arranging  hours 
for  examination  more  consideration  be  given  to  the  convenience 
of  those  wishing  to  become  citizens.  These  suggestions  have  already 
been  put  into  effect  in  Cleveland  with  very  gratifying  results. 
Prof.  !Moley's  "  Lessons  on  American  Citizenship."  prepared  in 
1918  at  the  request  of  the  Division  of  Educational  Extension  of 
the  Board  of  Education,  has  proven  an  excellent  citizenship  man- 
ual, and,  thanks  to  the  co-operation  of  the  naturalization  examiner, 
it  has  been  possible  to  avert  the  loss  of  much  time  by  holding  exam- 
inations in  the  evening  at  the  various  classrooms.  In  a  single 
year  the  public  school  authorities  have  done  a  great  deal  to  improve 
the  situation. 

7.  In  the  near  future  it  might  be  practicable  to  propose  legisla- 
tion, both  federal  and  state,  which  will  on  the  one  hand  require 
furnishing  of  educational  facilities  to  those  beyond  present  school 
age,  and  on  the  other  require  the  attendance  by  those  who  need  to 
be  helped,  either  because  of  their  general  illiteracy  or  merely 
because  of  their  inability  to  speak,  read  and  write  English.  Such 
legislation  ought  not  to  be  of  too  drastic  or  sweeping  a  character, 
but  should  make  due  allowance  for  age  and  family  responsibilities, 
especially  in  the  case  of  women. 

There  are  some  persons  advanced  in  years  who  can  never  learn 
English,  but  the  number  is  comparatively  small.  Among  the  gradu- 
ates of  some-  classes  in  Cleveland  last  year  were  representatives  of 
three  generations  from  the  same  families.  In  most  cases  the  time 
required  is  surprisingly  short,  largely  because  the  foreign-born  are 


Ohio  3985 

generally  good  linguists.  Where  men  are  taught  English  In- 
trained  teachers  using  the  so-called  direct  or  dramatic  method  as 
has  been  done  in  the  schools  of  Cleveland  during  the  past  year  and 
at  the  army  camps,  and  where  the  lessons  deal  with  subjects  imme- 
diately connected  with  their  daily  experiences,  it  has  been  found 
that  within  three  months  a  good  working  knowledge  can  be 
acquired  through  attendance  at  classes  three  or  four  hours  a  week. 

When  one  of  the  great  barriers  to  a  common  understanding  can, 
m  the  case  of  most  foreign-born  persons,  be  removed  within  a  few 
months,  the  problem  for  the  country  as  a  whole  should  not  be 
regarded  as  too  overwhelming  for  solution.  While  an  educational 
problem  of  first  magnitude  it  should  not  prove  insuperable  to  a 
nation  that  is  now  planning  to  carry  forward  the  education  of  mil- 
lions of  our  soldiers  abroad.  It  has  even  been  suggested  that  after 
the  war  has  been  won  it  might  be  possible  to  make  use  of  the  can- 
tonments for  the  gathering  together  of  gi-eat  bodies  of  non-English 
speaking  persons  for  a  few  weeks  at  a  time  so  that  they  might  go  to 
school  and  learn  the  English  language  and  the  principles  of  Ameri- 
can citizenship.  Whether  these  or  any  other  means  can  be  devised 
to  speed  up  the  work  of  reaching  any  considerable  number  of  the 
millions  of  non-English  speaking  persons  within  our  borders,  it 
seems  certain  that  the  chief  burden  of  the  problem  will  fall  upon 
our  public  school  system,  the  functions  of  which  will  be  expanded 
so  as  to  include  the  extension  of  educational  facilities  to  adults 
who  stand  in  need  thereof.  The  State  of  New  York,  under  laws 
which  became  effective  only  September  1,  1918,  has  undertaken  to 
revamp  the  entire  system  of  free  night  schools  so  that  the  instruc- 
tors shall  be  trained  teachers  and  that  a  sufficient  number  of  these 
schools  or  of  factory  classes  shall  be  conducted  to  meet  the  needs  of 
all  persons  under  the  age  of  twenty-one,  who  are  unable  to  speak, 
read  and  ^vl•ite  the  English  language  and  who  are  required  to 
attend. 

Whatever  may  be  the  future  legislative  program  of  Ohio  in 
regard  to  the  compulsory  education  of  those  above  the  present  limit 
of  school  age  - —  the  compulsion,  be  it  noted,  being  not  merely 
upon  the  foreign-born  to  attend  school  but  upon  the  general  body 
politic  to  furnish  an  adequate  number  of  well-run  schools  to  be 
attended  —  it  is  certain  that  much  consideration  must  be  giver,  to 
the  economic  and  social  relationship  of  those  whom  such  a  pro- 
gram would  deal  with. 

The  problem  cannot  be  entirely  left  to  the  night  schools  for  there 
are  many  men  and  women  who  either  cannot  or  ought  not  to  go  to 


3986  Citizenship  Teaining  in  Other  States 

school  in  the  evening.  The  testimony  from,  the  army  camps  is  that 
the  rate  of  progi-ess  of  tho  foreign-born  in  their  studies  depends 
very  largely  upon  whether  the  classes  are  held  at  an  hour  of  t\e 
day  when  the  men  ai-e  fresh  or  whether  they  have  already  been 
exhausted  by  work.  It  seems  safe  to  predict  that  the  plans  worked 
out  in  Cleveland  during  the  past  year  are  on  a  sound  basis  and 
tliat  the  future  will  witness  a  great  expansion  of  those  plans.  Our 
public  school  authorities  are  deserving  of  the  highest  commenda- 
tion for  the  way  in  which  they  have  interpreted  their  responsibil- 
ity toward  the  Americanizing  of  the  foreign-born  adults.  Not  only 
have  they  in  a  single  year  re-made  the  night  schools  through  requir- 
ing that  all  teachers  be  specially  trained  for  the  work,  and  install- 
ing the  most  approved  methods  of  instruction,  but  they  have  been 
willing  to  undertake  the  furnishing  of  competent  teachers  and  the 
providing  of  supervision  for  classes  which  for  special  reasons  were 
held  outside  of  the  public  school  buildings,  as  for  example  in  fac- 
tories, libraries,  churches,  foreign  halls,  settlement  houses,  and 
hospitals.  The  salai-ies  of  the  teachers  for  these  outside  classes 
have  been  paid  from  the  Americanization  Budget  of  the  Mayor's 
Advisory  War  Board. 

During  the  year,  classes  were  organized  in  the  following  indus- 
trial plants,  one  hour  a  day,  two  days  a  week,  for  English,  and  in 
some  classes  an  extra-day  citizenship: 
American  Can  Co.  Cleveland  Provisions  Co.,  *part 

time. 
American  Stove  Co.  Joseph  &  Feiss  Co.,*  condition 

H.  Black  Co.,*  part  time.  of  employment. 

Cleveland-Akron  Bag  Co.  Cleveland  Worsted  Mills  Co. 

Cleveland  Hardware  Co.  Columbian  Hardware   Co.* 

Cohn-Goodman  Co.  Emscheimer-Fischel  Co. 

Cleveland  Fruit-juice  Co.,*  part  Federal  Knitting  Co. 

time.  Kaynee  Factory,*  part  time. 

Ferry  Cap  &  Screw  Co.,*  full     Lamson  &  Sessions   Co.,   *full 

time.  time. 

L.  ]Sr.  Gross  &  Co.,*  full  time.  Willard  Storage  Battery  Co.* 
Globe  Stamping  Co.,*  full  time.  Foster  Nut  &  Bolt  Co.,  *part 
Grasselli   Chemical   Co.,*   part         time. 

time.  National   Screw  &  Tack  Co.,* 

full  time. 

As  indicating  also  the  way  in  which  the  foreign  churches  have 

co-operated  in  getting  men  and  women  into  classes,  the  following 

•  The  company  paid  for  either  half  or  all  of  the  time  taken  by  the  classes. 


Ohio  3987 

list  of  such  clmrclies  in  whidi  classes  were  conducted  last  year 
is  interesting: 

Holy  Trinity  Cliurcli   (Roumanian). 

St.  George  Church  (Lithuanian), 

St.  Ladislas  Church   (Slovak). 

St.  Mary  of  the  I^ativity  Church  (Slovak). 

St.  Wendelin  Church   (Slovak). 

Hungarian  Reformed  Church. 

St.  Paul's   Church   (Croatian). 

St.  Emerick's  Church   (Hungarian). 

St.  Lawrence  Church  (Slovenian). 

St.  Theodosius  Church  (Russian  Orthodox). 

Church  of  the  Holy  Ghost  (Ruthenian). 

Hungarian  Lutheran  Orphanage. 

There  can  be  no  doubt  that  the  attitude  of  employers  toward 
the  xlmericanization  problem  is  going  to  be  one  of  the  most 
important  factors  in  solving  it.  If  employers  make  their  foreign- 
born  employees  realize  that  they  are  interested  in  having  the 
employees  learn  English,  get  into  contact  with  American  life, 
regard  this  country  as  the  place  where  they  want  to  make  their 
home,  and  become  citizens,  a  tremendous  change  will  come  in  our 
national  life.  There  is  a  constantly  growing  mass  of  evidence 
of  the  most  convincing  character,  to  which  Cleveland  employers 
have  made  a  valuable  contribution,  that  wholly  aside  from  the 
larger  aspects  of  the  question,  the  establishing  of  a  better  under- 
standing with  the  foreign-born  reduces  accidents,  increases  out- 
put, reduces  labor  turnover,  and  removes  many  unnecessary  dif- 
ferences, thus  directly  benefitting  both  employer  and  employee. 
A  valuable  summary  entitled  "  What  Industrial  Leaders  Say 
About  Americanization "  has  been  recently  issued  by  the  Immi- 
gration Committee  of  the  Chamber  of  Commerce  of  the  United 
States,  29  West  39th  street,  New  York  City. 

Organizations  of  every  kind  in  Cleveland  are  joining  in  the 
Americanization  movement  —  the  city  government,  the  public 
schools,  the  parochial  schools,  churches  (regardless  of  creed), 
libraries,  settlement  houses,  Y.  M.  C.  A.,  Y.  W.  C.  A.,  Cleveland 
Museum  of  Art,  charitable  organizations.  Federated  Women's 
Clubs,  Women's  Suffrage  Party,  and  many  others. 

In  concluding  this  second  report  on  organized  Americanization 
work  in  Cleveland  your  committee  recommends: 


3988  CiTizExsHip  Training  in  Othee  States 

(1)  That  the  Chamber  of  Commerce  endorse  the  federal  bill 
"  To  provide,  through  education,  for  the  promotion  of  the  com- 
mon use  of  the  English  language,  patriotism,  and  national  unity," 
which  declares  that  the  Commissioner  of  Education,  under  the 
direction  of  Secretary  Lane,  shall  "  promote  the  training  of  resi- 
dent persons  of  foreign  birth  or  parentage,  particularly  males 
of  military  age,  in  the  understanding  and  use  of  the  English 
language,  in  a  comprehension  of  the  fundamental  ideals  and 
meaning  of  American  life,  citizenship  and  institutions,  and  in  a 
genuine  allegiance  to  the  principles  upon  which  the  government 
of  the  United  States  is  founded." 

(2)  That  the  Chamber  of  Commerce  express  to  Secretary 
Lane  and  to  Governor  Cox  their  realization  of  the  importance 
of  inaugurating  at  once  a  definite  country-wide  Americanization 
program  in  which  the  nation  and  the  individual  states  can  join. 

(3)  That  the  Chamber  of  Commerce  recommend  that  the 
employers  of  Cleveland  individually  investigate  the  needs  for  the 
doing  of  Americanization  work  in  their  own  plants  and  put  them- 
selves in  touch  with  the  Division  of  Educational  Extension  (in 
charge  of  Dr.  A.  W.  Castle,  Board  of  Education  Building,  Cleve- 
land, telephone  Main  4823),  or  with  the  Cleveland  Americaniza- 
tion Committee  of  the  Mayor's  Advisory  War  Board,  226  City 
Hall,  to  learn  what  has  already  been  accomj^lished  in  other  plants 
and  what  can  be  done  in  theirs. 

Respectfully   submitted, 

Harold  T.  Clark, 
Frank   H.   Clark, 
Henry   Turner  Bailey. 
Walter  Gr.  Graves, 
William  R.  Green, 
Charles  S.  Howe, 
John  E.  Morris, 
Hunter  Morrison, 
O.  W.  Prescott, 
William  B.   Sanders, 
Ambrose  L.   Suhrie, 
Charles   E.    Thwing, 
F.  Allen  Whiting, 

Committee  on  Education. 

By  Harold  T.  Clark,  Chairman. 
Septembei  26,  1918. 


Ohio  3989 

4.     Citizenship   Training  in   Columbus 

a.  LETTER  FROM  T.  HOWARD  WINTERS,  INSPECTOR  OF  TEACHER 
TRAINING,  DEPARTMENT  OF  PUBLIC  INSTRUCTION,  COLUM- 
BUS, OCTOBER  27,   1919: 

"  The  last  session  of  our  legislature  appointed  a  committee 
of  several  of  its  members  with  Mr.  Pearson  to  carry  out  an 
Americanization  program  and  appropriated  $25,000  for  the 
purpose.  This  sum  is  believed  to  be  altogether -inadequate 
to  do  much  work  but  the  intention  is  to  secure  a  director 
and  at  least  do  one  good  piece  of  work,  probably  in  a  mining 
section.  This  committee  has  really  not  determined  yet  what 
it  will  do. 

"  The  biggest  piece  of  Americanization  work  in  progress 
in  Ohio  is  that  in  the  City  of  Cleveland,  where  one  of  the 
assistant  superintendents  of  schools,  Geo.  E.  Carrothers,  has 
charge.  The  City  of  Columbus  has  employed  a  director, 
Miss  Juliette  Sessions.  In  Akron  there  is  an  assistant 
superintendent  in  charge  of  the  work  whose  name  I  do  not 
remember.  The  superintendent  of  schools,  Mr.  H.  V. 
Hotchkiss,  will  give  to  him  for  reply  any  inquiry.  Some 
work  has  been  done  in  Cincinnati  and  Assistant  Superin- 
tendent E.  D.  Roberts,  who  primarily  has  charge  of  upper 
grade  and  junior  high  school  work,  also  seems  to  have  charge 
of  this  Americanization  work.  There  is  a  public  service 
bureau  of  some  kind  in  Youngstown  which  is  interested  in 
Americanization  work  there. 

"  The  director  of  the  Ohio  Institute  for  Public  Efficiency, 
Mr.  Fred  C.  Croxton,  while  with  the  Ohio  Council  of 
ISTational  Defense,  took  a  great  interest  in  Americanization 
work  and  published  a  booklet  showing  the  illiteracy  in  the 
state.  Mr.  Croxton  may  be  addressed  at  the  institute, 
Hartman  Building,  Columbus.  The  school  people  men- 
tioned can  be  addressed  at  the  respective  school  headquarters. 

"I  believe  that  the  best  work  in  Americanization  can  be 
done  in  our  cities  through  the  public  school,  best  by  the 
establishment  of  a  particular  department  such  as  has  been 
done  in  Cleveland.  This  ought  to  embrace  an  effort  to  reach 
the  foreign  women. 

"I  do  not  know  whether  you  have  the  difficulty  with 
miners  that  we  have  in  Ohio.  As  these  men  are  mostly 
situated   in  rural   districts  where  the  school  executives  do 


3990  CiTizExsHip  Trailing  in  Othek  States 

not  seem  to  know  how  to  cope  with  the  problem,  and  it  seems 
necessary  to  have  a  separate  organization  to  reach  them. 
This  is  true  also  of  various  industrial  camps  outside  of  city 
school  districts.  The  fact  is  that  we  have  a  considerable 
percentage  of  illiteracy  among  the  native  whites  in  our  hill 
counties  which  probably  needs  also  to  be  met  by  some  special 
organization." 

b.  LETTER  FROM  FRED  C.  CROXTON,  DIRECTOR  OF  SOCIAL  WEL- 
FARE DEPARTilENT,  OHIO  INSTITUTE  FOR  PUBLIC  EFFI- 
CIEXCY,    COLU]MBUS,   NO"\^iIBER  6,    1919: 

''We  are  sending  you  a  copy  of  a  booklet  we  prepared 
showing  illiteracy  in  the  state.  The  material  contained  in 
this  booklet  was  originally  submitted  to  the  Legislative  Com- 
mittee and  it  was  later  published  at  their  request.  The  maps 
were  prepared  on  a  large  scale  and  were  the  most  convincing 
arguments  presented  to  the  committee.  We  are  also  send- 
ing copy  of  the  report  of  the  Ohio  Council  of  Defense. 

"  The  Ohio  Institute  for  Public  Efficiency  has  not  taken 
up  the  work  of  Americanization  except  merely  in  the  way 
of  giving  advice  and  co-operating  with  local  and  state 
agencies. 

"  Several  cities  in  Ohio  have  Americanization  work  under 
way  and  I  suggest  that  you  write  to  the  persons  whose  names 
appear  on  the  attached  sheet  and  ask  them  for  outlines  of 
the  work  they  have  under  way. 

"In  addition  to  the  reports,  I  am  sending  two  sets  of 
pamphlets  prepared  by  the  Ohio  Council  of  National  Defense 
which  were  most  helpful  in  securing  the  interest  in  Amer- 
icanization throughout  the  state." 

c.     WHAT  IS  AIiIERICAXIZATIONt 
Americanization  Bulletin  No.  1 

There  are  in  the  cities  of  Ohio  hundreds  of  thousands  of  men 
and  women  born  in  foreign  countries.  The  census  of  1910,  out 
of  a  population  of  4,767,121,  gave  Ohio  598,374  foreign-born 
persons,  with  1,024,393  born  in  this  country  of  foreign  parents. 
This  means  that  at  that  date  over  one-third  of  the  people  of  the 
state  were  either  immigrants  or  only  one  generation  removed, 
that  nearly  one-third  of  the  population  first  learned  to  speak  in 
some  language  other  than  English.     This  foreign  population  is 


Ohio  3991 

concentrated  in  industrial  towns  where  in  1910  the  percentage 
of  foreign-bom  varied  from  78.5  in  East  Youngstown,  37.8  in 
Lorain,  and  34.9  in  Cleveland,  to  19.2  in  Akron,  11.9  in  Dayton, 
and  9  per  cent,  in  Columbus.  In  the  first  four  years  after  the 
census,  1,000,000  foreigners  came  to  the  United  States  annually, 
and  Ohio,  with  its  rapidly  gi'owing  mining  and  iron  activities, 
drew  a  large  number  of  them.  War  industries  since  1914  have 
greatly  increased  concentration  of  this  population,  and  so  present 
day  figures,  if  we  had  them,  would  be  far  more  startling  than 
those  of  1910.  Many  of  these  "strangers  within  our  gates" 
know  no  English,  understand  little  of  the  customs  of  America, 
and  live  their  lives  apart  from  the  life  around  them.  They  are 
often  grouped  in  immigrant  colonies  where  they  live  a  life  and 
speak  a  language  of  the  old  world.  They  live  in  America  but 
are  not  a  part  of  it. 

In  most  cases  this  is  not  due  to  their  desire  to  live  apart  from 
American  life  and  customs.  The  immigrant  wants  to  become  one 
with  America.  His  motive  in  coming  to  America  has  probably 
been  as  pure  as  that  of  the  earlier  English  colonist.  He  left 
his  home  and  came  to  America  for  economic  opportunities  in  a 
new  country,  for  freedom  from  oppression  and  extortion,  for 
homes  and  schools  and  citizenship  in  a  free  republic.  The  Pil- 
grims of  1620  did  not  come  for  greater  purposes  than  these. 

Moreover,  the  immigi-ants  now  among  us  have  worked  hard 
to  make  America  great.  At  first  filling  the  ranks  of  unskilled 
labor  they  have  in  thousands  of  instances  acquired  special  skill 
and  have  risen  to  places  of  distinction.  Their  work  has  gone 
into  the  building  of  a  nation.  They  have  helped  very  greatly  in 
bearing  the  burdens  and  responsibilities  of  America  in  the  mak- 
ing. But  the  foreign-bom,  one  and  all,  should  be  given  the 
opportunity  to  bring  themselves  into  harmony  with  the  spirit  of 
America.  This  cannot  take  place  while  they  live  apart,  speak 
a  foreign  tongue  and  remain  in  ignorance  of  American  ideals 
and  institutions. 

They  must  become  Americanized. 

Americanization  is  the  bringing  together  of  the  old  and  new 
America.  It  is  the  interpretation  of  America  to  the  foreign-born 
and  the  interpretation  of  the  foreign-born  to  America. 

Americanization  is  going  on  when  the  native-bom  American 
says  to  the  immigrant:  "We  Americans  honestly  welcome  you 
to  the  opportunities  that  a  free  land  can  offer.     This  democracy 


3992  Citizenship  Training  in  Othek  States 

of  ours  is  a  partnersliip  of  all  men  who  believe  in  equality  of 
opportunity,  in  the  abolition  of  class  distinctions,  and  in  the 
sweeping  aside  of  racial  and  religious  prejudices.  I  want  to 
learn  from  you  of  the  reasons  why  you  came  to  America.  I 
believe  that  many  things  that  you  have  brought  to  us  are  well 
worth  having.  Your  music,  literature,  science,  art,  and  many  of 
your  customs  should  enrich  the  culture  of  this  nation.  I  want 
to  know  you  better  and  to  understand  you. 

''  Moreover,  I  want  to  make  vou  feel  at  home  hero  with  us. 
I  shall  give  you  the  chance  to  learn  our  language.  I  shall  give 
you  the  opportunity  of  becoming  an  American  citizen.  I  shall 
assist  you  to  know  a  wider  group  than  your  own  nationality. 

''  We  want  to  make  America  a  vast  fellowship  of  free  men. 
Let  us  understand  each  other;  let  us  get  together." 

Americanization  is  going  on  when  the  foreign-born  says  to 
the  native-born :  "  I  want  to  know  you  better,  too.  My  children 
shall  go  to  the  American  schools  and  learn  the  English  language. 
I  have  no  desire  to  keep  alive  in  your  country  a  part  of  the 
nation  I  left  behind.  I  have  chosen  America  as  a  home  for  me 
and  mine.  I  find  it  hard  to  learn  a  new  language  so  late  in  life, 
but  others  have  learned  it,  I  will  do  so  too.  I  shall  keep  some 
of  my  culture  —  my  music,  my  great  literature,  my  art  —  for  they 
are  not  alone  of  the  country  from  which  I  came,  they  are  of  the 
world,  but  I  shall  learn  to  appreciate  your  culture,  too.  I  have 
given  up  all  my  allegiance  to  the  foreign  ruler.  I  shall  become 
a  citizen  of  your  republic.  I  shall  attend  your  schools,  read  your 
books  and  your  papers.  I  shall  become  a  part  of  this  great  free 
nation." 

Americanization  is  not  a  one-sided  process.  It  can  only  suc- 
ceed when  the  American  recognizes  the  worth  of  the  newcomer 
and  seeks  to  bring  out  his  full  value  as  a  responsible  citizen. 
Americanization  is  not  charity  or  patronage;  it  is  an  attempt 
to  unify  all  the  people  of  this  nation  through  mutual  understand- 
ing and  trust.  When  every  native-born  American  understands 
this,  the  task  of  assimilating  the  foreign-born  will  be  easily  accom- 
plished.    For  Americanization  is  simjjly  getting  together. 

"  This  get  together  "  spirit  should  be  applied  by  every  Ohio 
city  in  a  practical  program  of  Americanization.  Some  of  the 
things  that  such  a  program  should  include  are:  The  formation 
of  an  organization  or  committee  broadly  representative  of  the 
entire  community  —  business   men,   educators,   clergymen   of  all 


Ohio  3993 

religions;  provision  for  schools  for  the  teaching  of  English  and 
citizenship;  community  centers  where  all  nationalities  may  meet 
for  friendly  association,  and  great  patriotic  meetings  where  the 
whole  city  may  express  in  an  outward  way  a  real  unity  of  pur- 
pose. All  of  these  things  can  be  done  in  every  Ohio  Community 
where  an  Americanization  problem  exists. 

What  is  your  community  doing? 

Ohio  Branch,  Council  of  National  Defense. 

d.     PRACTICAL  AMERICAXIZATIOX  PROGRAM  FOR  OHIO  CITIES 

Americanization  Bulletin  No.  2 

Americanization  is  a  pressing  national  problem.  A  unified 
nation  is  not  only  a  war  time  necessity  but  of  even  greater  impor- 
tance to  the  days  after  the  war,  when  international  readjustments 
and  social  reconstruction  at  home  will  present  trying  problems 
which  the  nation  can  successfully  meet  only  if  the  spirit  of  har- 
monious purpose  and  mutual  understanding  prevails  among  its 
people. 

Realizing  its  national  scope  the  call  for  Americanization  work 
has  gone  out  from  Federal  Bureaus,  through  the  Council  of 
Xational  Defense  to  its  various  state  branches.  In  response  to 
that  call  the  Ohio  Branch,  Council  of  National  Defense,  has 
planned  for  the  organization  and  stimulation  of  the  work  in  this 
state  under  a  Director  of  Americanization, 

But  while  the  problem  is  national  in  its  scope  the  task  of 
solving  it  is  pre-eminently  that  of  the  local  community.  A  large 
number  of  American  cities  have  already  attempted  in  a  very  prac- 
tical way  the  Americanization  of  the  foreign-born.  The  follow- 
ing suggestions  are  based  upon  the  best  experience  of  these  cities. 
A  complete  adoption  of  all  the  suggestions  may  be  beyond  some 
of  the  Ohio  communities  in  need  of  Americanization  but  it  is 
hoped  that  many  of  them  can  be  followed: 

A.  Things  to  be  Done 

1.  A  campaign  of  publicity  and  education  on  Americanization 
for  both  native  and  foreign-bom,  advertisement  of  classes,  etc. 
Use  the  press,  both  English  and  foreign  language;  posters;  the 
churches;  the  schools;  club  programs;  libraries;  public  meetings. 

2.  Public  schools  for  the  teaching  of  English  and  citizenship 
to  foreign-bom  men  and  women. 


3994  Citizenship  Training  in  Othee  States 

a.  Public  evening  schools  in  places  convenient  for  the  foreigner 
in  school  buildings,  halls  of  foreign  societies,  social  settlements, 
libraries,  church  halls,  Y.  M.  C.  A.  and  Y.  W.  C.  A.  and  similar 
day  schools  for  night  workers. 

b.  Factory  schools  at  times  and  places  most  practical  for  the 
industries  that  are  not  undertaking  schools  of  their  own. 

c.  Advanced  citizenship  classes  for  candidates  for  naturaliza- 
tion. To  keep  in  constant  touch  with  naturalization  authorities, 
and  follow  up  those  men  who  take  out  first  papers. 

,  3.  Informaiian  centers  with  interpreters  where  possible. 
Information  about  schools,  rights  and  duties  of  citizens, 
naturalization,  legal  aid,  the  war,  the  draft.  Literature  in 
various  languages  on  America.  Co-operation  of  libraries  and 
well-educated  foreigners  needed. 

4.  Americanization  work  in  Industries.  Bulletin  No.  3  will 
cover  this  point. 

5.  Naturalization, 

a.  A  campaign  by  foreign-born  citizens  and  industrial  leaders 
in  favor  of  naturalization  —  show  the  advantages  of  citizenship. 

b.  Co-operation  of  courts  and  examiners  with  the  naturaliza- 
tion classes. 

c.  Public  ceremony  of  naturalization. 

6.  Neighborhood  Americanization. 

a.  "  Home  teachers  "  of  English,  citizenship,  and  home-keeping 
for  foreign  women.  (The  California  Commission  of  Immigra- 
tion and  Housing,  Sacramento,  has  a  fine  leaflet  on  this  subject 
to  be  had  for  the  asking.)  These  teachers  may  be  maintained  by 
Board  of  Education  or  by  private  agencies  like  D.  A.  R.  or  Fed- 
eration of  Women's  Clubs. 

b.  Community  centers  where  native-  and  foreign-born  gather 
together  socially  or  for  musical  and  patriotic  programs,  especially 
in  connection  with  evening  schools. 

c.  Lectures  on  American  ideals,  institutions  and  history  to 
foreign  groups  in  native  language;  moving  pictures. 

d.  Bring  foreigners  and  Americans  together  in  various  war 
activities  —  Red  Cross,  food  conservation,  food  demonstrations, 
child  welfare,  Liberty  Loan  drives,  etc. 

7.  Patriotic  meetings,  parades,  pageants,  fetes  —  in  which 
American  ideals  are  set  forth  and  the  contribution  of  various 
old  world  nationalities  emphasized. 


Ohio  3995 

8.  Anything  that  an  ingenious  committee  and  local  conditions 
suggest  to  bring  about  the  following  results: 

The  use  of  a  common  language  for  the  entire  nation. 

The  desire  of  all  peoples  in  America  to  unite  in  a  common 
citizenship  under  one  flag. 

The  elimination  of  causes  of  disorder  and  unrest,  which  make 
fruitful  soil  for  propaganda  of  enemies  of  America. 

The  maintenance  of  an  American  standard  of  living  through 
the  proper  use  of  American  foods,  care  of  children,  sanitation,  and 
housing  regulations. 

The  creation  of  an  understanding  of  and  love  for  America, 
and  of  the  desire  of  immigrants  to  remain  in  America,  to  have 
a  home  here  and  to  support  American  institutions  and  laws. 

B.     Organization-  for  the  Work 

1.  Board  of  Education  should,  where  'possible,  take  up  the 
actual  work  of  providing  schools,  especially  the  training,  selection 
and  supervision  of  teachers, 

2.  Finance.  How  to  finance  the  work  may  be  a  difficult  ques- 
tion at  first.  Public  school  budgets  have  been  made  out  for  the 
year  and  closely  cut  to  the  absolute  needs  of  the  existing  schools. 
Where  school  funds  are  not  available,  possibly  war  chests  can 
supply  the  need  or  some  of  the  organizations  mentioned  below 
can  undertake  the  financing  of  different  projects  as  their  par- 
ticular contribution  to  Americanization  as  a  war  measure. 

3.  An  Americanization  Committee.  A  large  committe  of  men 
and  women,  as  broadly  representative  as  possible,  should  be 
formed  to  arouse  interest  in  Americanization  among  both  native 
and  foreign-born.  It  should  be  the  advertising  agent  for  all 
Americanization  work,  should  suggest  and  guide  new  activities 
and  keep  the  city  in  touch  with  the  general  movement  throughout 
state  and  nation. 

The  following  plan  for  the  organization  of  such  a  committee 
is  suggested  for  cities  where  the  work  has  not  been  started,  but 
it  may  be  of  help  in  places  where  scattered  efforts,  already  made, 
need  to  be  correlated: 

1.     Calling  a  Public  Meeting 
Let  some  person  or  small  group  of  persons  after  conference  or 
correspondence    with    the    State    Director    of    Americanization 
arrange   for   a  public   meeting   on   the   subject.      It   should   be 


3996  Citizenship  Training  in  Othee  States 

announced  in  the  papers,  and  personal  invitations  given  to  the 
leaders  of  important  social  groups,  such  as: 

City  School  Superintendent  or  other  representative  of  the 
Board  of  Education  or  of  the  schools,  the  local  unit  of  the  Council 
of  National  Defense,  the  Woman's  Committee  of  Council  of 
ISTational  Defense,  the  Chamber  of  Commerce,  Association  of 
Manufacturers,  large  industrial  plants,  foreign  societies  or  leaders 
of  national  groups,  labor  organizations,  courts  of  naturalization, 
Y.  M.  C.  A.  and  Y.  W.  C.  A.,  Knights  of  Columbus,  churches  — 
Protestant,  Catholic,  Jewish  —  social  settlements,  libraries, 
Parent-Teacher  Association,  Sons  of  American  Revolution, 
Daughters  of  American  Revolution,  Federation  of  Women's 
Clubs,  College  Women's  Club,  Rotary  Club,  etc, 

2.     The  Meeting 

a.  Secure  for  presiding  officer  of  this  meeting  a  representative 
of  the  local  Council  of  National  Defense,  or  of  the  local  Woman's 
Committee  of  the  Council  of  National  Defense,  or  of  the  Board 
of  Education.  It  is  very  important  that  this  temporary  chair- 
man and  the  permanent  chairman  of  the  Americanization  Com- 
mittee proper  should  be  representative  of  some  all-inclusive  group 
rather  than  some  one  who  might  be  understood  to  represent  a 
small  or  partisan  or  sectarian  group. 

b.  Speakers. 

First,  some  authority  on  Americanization  who  will  state  the 
general  problem,  explain  what  Americanization  means  and  arouse 
enthusiasm. 

Second,  a  local  speaker  who  can  set  forth  from  real  knowledge 
the  needs  of  the  community. 

c.  Action  at  the  meeting.     First,  have  motion  made  "that  the 

city  of organize  an  Americanization  Committee." 

Second,  have  a  small  organization  committee,  say  three  persons, 
appointed  to  organize  the  Americanization  Committee  proper. 

3.     The  Americanization  Committee 

a.  The  organization  committee  should  get  from  the  groups 
mentioned  above  a  representative  of  each  appointed  by  authority 
of  the  group  itself,  where  possible,  and  then  call  a  meeting  of  this 
large  committee. 

b.  This  large  committee  becomes  the  Americanization  Com- 
mittee proper  by  choosing  its  own  chairman,  secretary,  etc.      It 


Ohio  3997 

should  study  the  local  situation,  making  as  complete  a  survey  as 
possible,  select  the  best  available  means  of  meeting  it  and  assume 
general  direction  of  the  work. 

c.  Whoever  is  made  chairman  becomes,  if  a  man,  a  member  of 
the  local  Council  of  National  Defense,  or,  if  a  woman,  of  the 
Woman's  Committee  of  the  Council  of  National  Defense.  This 
point  is  important  for  the  purpose  of  correlation  with  other  activi- 
ties and  in  order  to  keep  the  local  committee  in  direct  touch  with 
the  National  Americanization  movement,  led  by  the  bureaus  of 
education,  immigration,  and  naturalization,  all  of  which  use  the 
State  Council  of  Defense  and  its  subcommittees  as  their  avenue 
of  communication  with  local  communities. 

d.  This  committee  should  at  once  report  its  organization  to  the 
State  Director  of  Americanization,  so  as  to  be  on  the  mailing 
list  for  future  Bulletins,  and  report  to  him  its  methods,  its  new 
ideas,  its  results. 

•.     ENGLISH   SPEECH   FOR   FOREIGN   TONGUES 

Americanization  Bulletin  No.  5 
A  FEW  HINTS  FOR  TEACHERS 


Ohio  Branch  Council  of  National  Defense,  State  House, 

Columbus 

Governor  James  M.  Cox,  Chairman. 
Fred  C.  Croxton,  Vice-Chairman. 
J.  L.  Morrill,  Executive  Secretary. 
Raymond  Moley,  Director  of  Americanization, 


FOREWORD 
The  experience  of  most  American  cities  which  have  attempted  to 
teach  English  to  the  foreign-born  shows  that  in  the  absence  of  com- 
pulsion of  some  kind  at  least  50  per  cent,  of  those  who  enter  classes 
drop  out  before  they  have  acquired  a  working  knowledge  of  our 
language.  The  average  foreign-born  adult  sincerely  desires  to 
learn  English.  He  is  willing  to  make  rather  heroic  efforts  to 
accomplish  this  end.  But  his  worthy  purpose  is  not  proof  against 
poor  teaching.    After  a  few  dreary  evenings  sitting  at  the  feet  of  a 


3998  Citizenship  Training  in  Otiiee  States 

teacher  who  wishes  to  help  him  but  does  not  know  how,  discourage- 
ment comes  and  he  deceides  he  is  "too  old  to  learn."  He  will  not 
return  to  school.  His  ambition  to  become  a  real  American  dies  and 
the  well-meaning,  unskilled  teacher  has  actually  helped  to  per- 
petuate alienage  in  America. 

In  the  belief  that  the  most  substantial  service  which  can  be  ren- 
dered the  cause  of  Americanization  is  the  development  of  scientific 
and  efficient  methods  of  teaching  English,  the  Ohio  Branch  Council 
of  ISTational  Defense  has  acquired  the  services  of  Professor  Sarah 
T.  Barrows  of  Ohio  State  University  and  has  placed  upon  her  the 
responsibility  of  studying  and  experimenting  in  the  technique  of 
teaching  English  to  adults  of  foreign  birth.  The  results  of  her 
efforts  will  be  communicated  to  the  teachers  of  the  state  through  a 
series  of  bulletins  of  which  this  is  the  first. 

The  teacher  of  English  in  our  night  schools,  factory  schools 
and  the  like,  is  more  often  than  not  one  who  has  gone  into  the 
work  from  interest  in  the  foreigner  or  from  patriotic  motives, 
and  is  frequently  one  who  has  made  little  study  of  the  art  of 
language  teaching.  English  speech  for  adults  whose  speech  habits 
have  already  been  formed  presents  peculiar  difficulties.  This 
bulletin  offers  some  helps  over  these  difficulties  which  are  based 
on  experience  in  language  teaching  and  should  be  of  great  value 
to  teachers  in  Americanization  schools.  Other  suggestions  and 
more  details  on  the  points  here  discussed  can  be  secured  by 
addressing  Miss  Barrows,  at  Ohio  State  University,  and  enclosing 
stamp  for  reply. —  Editor. 

ENGLISH  SPEECH  FOR  FOREIGN  TONGUES 

A  FEW  HINTS  FOR  TEACHERS 
By  Sarah  T.  Barrows 

Once  when  in  Germany  I  visited  a  class  in  English.  The 
pupils  were  reading  a  simple  English  text,  but  I  could  not  dis- 
tinguish a  single  word  that  they  read,  although,  after  a  book  was 
handed  me,  I  saw  that  they  were  giving  the  right  sound  values 
to  the  letters.  What  they  read  was  not  recognizable  as  English 
because  they  were  using  their  organs  of  speech  as  if  they  were 
speaking  German. 

Every  individual  has  his  own  peculiar  habits  of  articulation; 
but  individuals  of  the  same  naitionality  have  certain  habits  of 
speech  in  common.  Wlien,  then,  a  foreigner  tries  to  speak  Eng- 
lish, while  using  his  own  habits  of  articulation,  the  result  is  an 


Ohio  3999 

imperfect  imitation  of  the  English,  sounds  which  we  call  broken 
English,  or  speaking  with  an  accent. 

If,  therefore,  we  are  to  give  the  most  effective  aid  to  the  for- 
eigners we  are  teaching,  we  must  know  how  English  sounds  are 
articulated  and  something  about  the  difference  between  the  speech 
habits  of  the  foreigners  and  our  own.  Most  of  us  have  very  little 
conscious  knowledge  of  how  our  speech  sounds  are  produced. 
We  learned  to  speak  in  childhood  by  more  or  less  unconscious 
imitation  of  the  people  around  us.  But  after  our  speech  habits 
are  once  formed  it  is  very  hard  to  change  them  unless  we  have 
the  guidance  of  some  one  who  understands  the  technique  of  speech 
and  is  able  to  diagnose  our  mistakes  and  correct  them.  The  first 
thing  for  the  teacher  to  do,  then,  is  to  study  the  organs  of  speech 
and  learn  by  what  adjustments  speech  sounds  are  produced. 
Unfortunately  we  have  few  books  on  English  sounds  written  from 
the  standpoint  of  American  English.  E.  P.  Button,  Xew  York, 
publishes  two  little  books  on  English  sounds  by  Walter  Rippmann, 
an  Englishman :  ''  The  Sounds  of  Spoken  English  "  and  "  Eng- 
lish Sounds."  These  books  are  clear  and  simple  in  style  and 
furnish  a  good  introduction  to  the  subject. 

After  we  have  learned  something  about  our  ovsm  speech  habits 
we  can  begin  to  observe  those  of  the  foreigner.  When  you  notice 
that  a  foreigner  pronounces  an  English  sound  incorrectly,  try  to 
produce  the  sound  yourself  as  he  did  and  see  if  you  can  discover 
just  what  the  difference  is  between  his  articulation  of  the  sound 
and  your  own.  Use  a  mirror  in  your  investigations  and  encour- 
age the  foreigner  to  use  one.  Often  you  will  find  that  if  you 
can  imitate  his  sounds  you  can  help  him  to  hear  the  difference 
between  his  own  sounds  and  yours.  The  first  step  in  the  acqui- 
sition of  new  sounds  is  to  hear  them  accurately. 

Fhid  out  first  hoiu  you  maJce  the  sounds  yourself.  Observe  the 
habits  of  articulation  of  other  native  Americans.  It  is  not  easy 
to  study  one's  self  objectively. 

When  teaching  a  sound  have  the  pupil  watch  your  lips  while 
he  listens  to  your  sound. 

When  the  pupil  is  pronouncing,  watch  his  lips,  while  you  listen 
to  his  sounds. 

Difficulties  Due  to  English  Spelling 

One  great  difficulty  that  the  literate  foreigner  will  have  is  the 
different  sound  values  which  the  letters  of  the  alphabet,  especially 


4000  Citizenship  Training  in  Othee  States 

vowels,  have  from  those  in  his  own  language.  Such  confusion 
between  letter  and  sound  as  we  have  in  the  case  of  the  letter  u 
where  the  symhol  stands  for  eight  different  vowel  sounds,  as  m 
cup,  truth /full,  muse,  hum,  hury,  minute,  asylum;  or  in  the 
case  of  the  sound  of  u  (as  in  truth)  which  is  written  in  eight 
different  ways  in  the  words  tool,  move,  group,  truth,  grew,  fruit, 
through,  shoe,  seldom  occurs  in  other  languages.  In  many 
European  languages  the  letter  a  stands  exclusively  for  a  sound 
similar  to  a  in  father;  e  has  the  values  approximately  of  the 
vowels  in  met  and  mate;  i  the  values  of  i  in  it  and  machine] 
0  the  approximate  values  of  o  in  for  and  vote;  and  u  those  of 
u  in  full  and  truth.  The  sound  that  we  most  often  give  to  i, 
as  in  mine,  is  really  a  diphthong,  beginning  with  a  sound  some- 
thing like  that  of  a  in  father  and  ending  with  a  sound  similar  to 
that  of  i  in  it.  This  sound  is  entirely  lacking  in  some  languages, 
for  instance,  French  and  Italian. 

If,  therefore,  you  are  teaching  a  class  of  foreigners  who  can 

read  and  write  their  own  language,  you  will  understand  their 

difficulties  better  and  can  help   them  more  if  you  know  what 

sounds  they  are  accustomed  to  connect  with  each  letter;  but  first 

of  all  you  must  have  a  clear  understanding  of  the  sound  values 

of  English  letters.      Our  eyes  often  confuse  our  ears,  and  it  is 

sometimes  hard  to  realize  that  words  which  look  alike  may  be 

very  different  in  sound,  while  words  with  very  different  spelling 

may  be  identical  in  sound.    Compare  one  and  hone  or  one  and  won. 

The  Chief  Difficulties  in  English  Sounds 

The  English  sounds  with  which  the  foreigner  will  have  the 

most  difficulty  will  vary  according  to  his  nationality;  but  almost 

all  foreigners  have  difficulty  with  th,  w,  wh,  h,  ng,  r;  with  the 

vowel    sounds   in   cup,   walk,    hird,   cat;    and  with   the   so-called 

"long"   vowels  which  in   English   are   apt  to  be  more  or   less 

diphthongized.      In  this  bulletin  only  these  more  difficult  sounds 

will  be  discussed. 

Consonants 

th.  It  is  easier  to  learn  the  consonants  than  the  vowels,  perhaps 
because  we  can  see  better  what  the  organs  of  speech  are  doing 
during  the  articulation  of  consonants.  If  you  observe  yourself 
in  the  min-or  while  pronouncing  th  you  will  see  that  while  the 
rim  of  the  tongue  is  brought  close  to  the  lower  surface  of  the 
upper  teeth,  the  tip  is  lowered  slightly  and  brought  between  the 
parted  upper  and  lower  teeth.      Sometimes  it  will  be  necessary  to 


Ohio  4001 

have  the  pupil  exaf!:g:erate  the  sound  and  protrude  the  tongue  a 
little,  so  that  it  is  distinctly  visible  as  he  observes  himself  in  the 
mirror.  It  is  always  well  in  practising  a  new  sound  to  exag- 
gerate it  a  little,  until  the  articulatory  movements  are  made 
without  effort.  It  is  easy  to  learn  this  sound,  but  unless  the 
foreigner  practises  it  enough  to  make  the  new  movements  habitual, 
he  will  continue  to  substitute  some  other  sound  for  it  when  talking. 
Speech  is  simply  habit,  and  habits  are  formed  by  repetition; 
therefore,  the  teacher  should  encourage  the  pupil  to  practise  the 
new  sounds  often,  and  should  suggest  sentences  for  practise  con- 
taining them,  as,  for  example:  Father  threw  these  thorny  thistles 
on  the  path. 

You  should  show  the  pupil  that  there  are  two  forms  of  this 
sound,  a  voiced  sound  as  in  this  and  a  voiceless  sound  as  in  thin. 
There  is  no  rule  to  give  for  the  use  of  the  two  sounds  of  th ;  but 
you  will  notice  that  the  common  adjectives  and  adverbs,  such  as 
this,  there,  etc.,  use  the  voiced  form;  also  when  there  is  a  final 
e  or  s  the  sound  is  voiced.     Compare  hath,  hathe,  oaths. 

A  voiced  sound  is  produced  when  the  vocal  chords  vibrate 
during  its  articulation,  while  the  voiceless  sound  is  produced 
without  vocal  chord  vibration.  You  can  readily  feel  the  action 
of  the  vocal  chords  if  you  put  your  fingers  on  the  larnyx,  or 
"Adam's  Apple,"  while  producing  the  sounds  th  (as  in  this) 
or  z  (as  in  zeal)  ;  but  during  the  production  of  th  (as  in  thin) 
or  s  (as  in  sit),  you  will  feel  no  vibration.  The  diiference 
between  the  two  classes  of  sounds  can  also  be  perceived  clearly 
if  you  say  z  (as  in  zeal)  and  s  (as  in  sit),  alternately,  with  a 
finger  in  each  ear.  All  consonants  occur  in  pairs ;  z  is  the  voiced 
form  of  s,  V  (as  in  vine),  of  /  (as  in  fine)  ;  h  of  p,  etc.  Individual 
languages  may  lack  either  the  voiced  or  the  voiceless  form  of  any 
consonant,  or  may  lack  the  consonant  altogether. 

It  is  important  that  the  foreigner  learn,  if  possible,  to  dis- 
tinguish between  these  two  classes  of  sounds,  as  it  will  be  of  use 
to  him  in  correcting  his  mistakes  and  in  learning  new  sounds. 
For  example,  the  German  always  uses  a  voiceless  consonant  at 
the  end  of  a  word,  no  matter  what  letter  is  used.  If  he  carries 
this  habit  into  English  we  shall  hear  him  make  such  mistakes 
as  pronouncing  hadge  like  hatch,  and  cold  ]\ke  colt. 

w,  wh.     The   difficulty   with  iv   is   apt   to  be   either   that   the 
foreigner  articulates  it  as  v.  with  the  upper  teeth  resting  against 
the  lower  lips:  or  that  he  forms  it  with  his  lips  spread  almost 
125 


4002  Citizenship  Tkaining  in  Other  States 

as  for  a  smile.  To  form  English  lu  the  lips  should  be  approaclied 
from  the  position  of  u  in  {i-ufh ;  they  are  more  or  less  rounded 
and  the  slight  opening  is  in  the  middle,  while  the  corners  of  the 
mouth  are  somewhat  puckered.  The  foreigner,  especially  the 
Slav,  is  apt  to  raise  his  tongue  and  approach  his  lips  in  the 
position  for  i  (as  in  machine),  bringing  the  middle  of  his  lips 
close  together.  That  gives  a  i!-like  color  to  his  sound.  Here 
again  the  use  of  the  mirror  is  recommended. 

wh  (as  in  lohen)  is  simply  the  voiceless  form  of  w,  requiring 
the  same  articulation  as  for  w  but  without  vibration  of  the  vocal 
chords.  As  many  careful  speakers  of  English,  especially  in 
England,  do  not  use  this  sound  at  all,  but  use  iv  (as  in  wine) 
whenever  luh  is  wr-itten,  it  would  seem  unnecessary  to  trouble 
the  foreigner  with  this  sound  if  he  finds  it  very  difficult.  If, 
however,  he  wishes  to  learn  to  pronounce  wh,  he  should  be  able 
to  do  it  if  he  understands  clearly  the  difference  between  a  voiced 
and  a  voiceless  sound.  By  placing  his  organs  of  speech  in  the 
position  for  English  iv  and  uttering  the  sound  without  vocal 
chord  vibration,  he  will  produce  wh.  Or  if  he  can  pronounce 
a  voiceless  h,  let  him  try  pronouncing  the  sound  h  with  his  organs 
of  speech  placed  for  w. 

l^otice  that  in  the  words  ivho,  luhose,  whom  and  a  few  others 
the  letters  wh  do  not  have  their  usual  value,  but  stand  for  the 
sound  h. 

h.  This  sound  has  no  definite  articulation.  It  is  practically 
only  a  breath  sound  with  the  organs  of  speech  in  the  position  for 
the  following  vowel.  The  pupil  might  try  to  make  the  sound  by 
placing  his  lips  and  tongue  in  the  position  for  the  following 
vowel  and  preceding  the  vowel  by  a  breath. 

Slavic  h  is  voiced ;  to  foim  the  English  sound  the  vSlav  will 
need  only  to  unvoice  his  own  h. 

h  is  entirely  lacking  in  some  languages,  such  as  French,  Span- 
ish and  Italian,  and  offers  special  difficulty  to  such  foreigners, 
because  they  have  in  their  alphabet  the  letter  h,  which  is  always 
silent.  When  they  once  learn  to  pronounce  the  written  character 
h  before  the  vowel,  they  seem  to  feel  that  they  should  precede  all 
initial  sounds  by  the  sound  of  h.  So  wo  often  hear  the  Italian 
pronounce  both  his  and  is  alike  as  his,  when  in  his  own  language 
he  would  hav(^  pronounced  them  hoih  nlike  as  is. 

ng.  The  difficulty  with  ng  coir.cs  partly  fi-om  the  fact  that  we 
have  two  letters  standing  for  one  sound,  just  as  th  and  ph  stand 


Ohio  4003 

not  for  t  and  p  followed  by  h,  Imt  for  a  single  sound.  Unfortu- 
nately even  native  Americans  do  not  always  recognize  this  fact, 
but  try  to  correct  a  wrong  pronunciation  of  ng  by  saying  ''  You 
are  leaving  off  your  ^  " ;  ng  does  not  stand  for  n  plus  g,  but  for  a 
sound  similar  to  n,  made,  however,  in  the  back  instead  of  the 
front  of  the  mouth.  Let  the  pupil  form  the  sound  at  first  with 
his  mouth  wide  open,  the  back  of  the  tongue  pressed  against  the 
soft  palate  and  tip  touching  the  lower  teeth  so  that  no  n  can 
result ;  then  prolong  the  sound,  and  release  the  pressure  of  the 
tongue  gradually  so  that  the  no  ^  (as  in  go)  can  result.  Occa- 
sionally, to  be  sure,  the  g  sound  does  follow  the  ng  (as  in  -finger), 
but  that  is  the  exception,  and  never  is  g  pronounced  if  it  is  final, 
as  in  sing.  You  often  hear  foreigners  saying  sin-g,  or  sin-k, 
that  is,  following  the  sound  of  n  or  even  ng  by  g  or  Ic,  perhaps 
because  they  have  been  told  by  some  unwary  teacher  that  they 
were  leaving  off  their  g,  which  statement  is  as  misleading  as  it 
is  incorrect.     Slavs  and  Italians  especially  have  difficulty  with  ng. 

r.  There  are  in  general  three  ways  of  forming  the  consonant  r. 
Some  people,  for  instance  the  Italians  and  Slavs,  form  r  by 
vibrating  the  tip  of  the  tongue  against  the  teeth  or  the  gums; 
others,  for  example,  many  Germans  and  French,  by  vibrating  the 
tip  of  the  soft  palate  against  the  back  of  the  tongue.  The  English 
sound  it  not  a  trilled  sound,  at  least  we  seldom  hear  it  trilled  in 
America.  Therefore  the  foreigner's  r  is  often  the  sound  which 
calls  attention  to  his  speech  when  otherwise  the  foreign  element 
is  scarcely  discernible.  We  articulate  r  somewhat  differently  in 
different  positions;  initial  r  is  not  quite  the  same  as  final  r. 
Also  the  usage  in  different  parts  of  the  country  varies;  the 
Easterner  generally  drops  his  final  r,  the  Westerner  is  apt  to 
accentuate  it. 

The  foreigner  may  learn  to  make  an  English  r  which  will  pass 
muster  in  this  way:  Starting  from  the  articulation  of  a.  (in 
father),  let  him  raise  the  tip  of  the  tongue  almost  to  the  position 
for  n;  .  .  .  so  that  if  the  mouth  were  suddenly  closed  the  teeth 
would  bite  the  tongue.  The  lower  jaw  is  brought  a  little  higher 
than  in  the  position  for  a.  The  tongue  tip  is  brought  so  closely  to 
the  gums  back  of  the  teeth  that  the  breath  rubs  vigorously  against 
them  as  it  emerges,  but  nowhere  does  the  tip  of  the  tongue  make 
a  contact  with  the  gums.  Americans  in  the  Middle  West,  also 
foreigners  who  in  their  native  ton.sue  form  the  r  back  in  the 
mouth,  are  apt  to  form,  final  r  by  curling  the  tongue  backward, 


4004:  Citizenship  Training  in  Other  States 

producing  a  muffled  sound  which  at  the  same  time  is  apt  to  give 
the  accompanying  vowel  a  dull  tinge.  This  unpleasant  sound 
can  be  avoided  by  keeping  the  tongue  tip  slightly  more  advanced 
than  for  the  initial  r.  Encourage  the  student  to  practice  this 
sentence:      Round  the  red  rocks  the  ragged  rascal  ran. 

Vowels 

Vowels  may  be  either  open  or  close;  that  is,  the  tongue  is 
higher  and  the  lips  more  approached  during  the  articulation  of 
some  vowels  than  of  others.  If  you  will  pronounce  the  vowels  in 
it  and  eat,  sell  and  sale,  full  and  fool,  before  the  mirror,  you 
will  notice  that  for  the  second  vowel  in  each  pair  the  tongue  rises 
and  the  lips  close  slightly.  On  account  of  the  irregularities  in 
English  spelling,  it  is  hard  for  us  to  realize  that  the  vowels  in 
it  and  eat,  or  sell  and  sale,  are  simply  open  and  closed  varieties 
of  the  same  vowel.  Try  whispering  the  different  pairs  of  vowels 
and  see  if  you  do  not  distinctly  feel  the  difference  in  the  tongue 
positions.  Unless  we  understand  clearly  the  relation  between 
these  vowels  it  is  going  to  be  hard  to  understand  the  foreigner's 
difficulties.  The  French  vowels,  for  instance,  are  generally  closer 
than  ours,  consequently  the  Frenchman  has  trouble  with  our  open 
vowels,  and  his  attempt  to  say  it  will  sound  to  our  ears,  accus- 
tomed as  they  are  to  our  more  open  sounds,  like  eaf. 

It  is  not  advisable  to  trouble  the  foreigner  with  these  distinc- 
tions between  close  and  open  vowels,  nor  will  he,  generally,  be 
able  to  understand  the  detailed  description  of  sound  formation 
as  given  above;  but  the  better  the  instnictor  understands  the 
nature  of  speech  sounds,  the  more  effective  will  be  his  instruction. 
More  advanced  pupils  who  are  anxious  to  improve  their  pronun- 
ciation can  often  profit  greatly  by  these  directions. 

The  terms  "long"  and  "short"  as  we  apply  them  to  vowels 
are  very  inaccurate  and  misleading.  The  real  difference  between 
the  sounds  in  it  and  eat  lies  less  in  duration  of  sound,  than  in 
the  relative  height  and  tenseness  of  the  tongue  and  the  closeness 
of  the  mouth  opening.  This  you  can  perceive  if  you  will  pro- 
nounce successively  the  vowels  in  hid  and  heat,  head  and  hate; 
there  you  mm  11  discover  that  the  first  vowel  of  each  pair,  which 
we  have  been  in  the  habit  of  calling  "short,"  is  really  about  as 
long  as  the  following  "long"  vowel.  In  other  words,  the  length 
or  duration  of  the  vowel  depends  more  on  the  sound  that  follows 
it  than  on   the  quality  of  tbe  sound   itself.      Also  we  call   the 


Ohio  4005 

vowel  in  head  (or  hed)  the  "  short "  sound  of  the  vowel  in  heat 
(or  heet)  ;  while  in  reality  the  vowels  in  hid  and  heat  should  be 
paired  together,  likewise  the  vowels  in  head  and  haic.  So  if  you 
try  to  correct  a  foreigner's  vowel  sound,  by  telling  him  to  use  the 
short  vowel  instead  of  the  long  one,  or  vice  versa,  you  will  only 
confuse  him.  And  yet  you  will  find  that  most  English  text-books 
for  foreigners  use  these  terms. 

Often  what  gives  the  foreigner's  vowel  the  effect  of  shortness 
is  the  absence  of  that  vanishing  sound  or  diphthongal  close  to 
which  our  ears  are  accustomed,  even  if  we  do  not  consciouslv  hear 
it.  It  is  a  slight  modification  that  the  foreigner  can  easily  learn 
to  make  if  he  has  proper  guidance.  One  characteristic  of  the 
English  tongue  is  its  instability.  That  is,  we  have  the  tendency 
to  change  the  position  of  the  lips  and  tongue  during  the  pronun- 
ciation of  a  vowel,  thus  producing  a  diphthong.  This  is  especially 
true  of  the  close  vowels,  the  diphthongal  character  of  which 
becomes  more  noticeable  the  more  it  is  prolonged.  This  you  will 
see  if  you  will  pronounce  successively  the  vowels  in  goat,  good, 
and  go,  where  the  vowels  become  progressively  longer  and  less 
pure.  If  you  will  pronounce  these  sounds  before  the  mirror  you 
will  see  that  the  lips  move  toward  each  other,  making  the  opening 
smaller  and  rounder.  It  is  not  so  easy  to  observe  the  action  of 
the  tongue,  but  if  you  whisper  the  sound,  you  will  perhaps  be  able 
to  feel  its  slight  upward  and  backward  movement.  But  if  you 
watch  the  foreigner  you  will  probably  see  that  his  tongue  and 
lips  hold  the  same  position  throughout  the  articulation  of  the 
sound  and  the  vowel  will  be  pure. 

The  Slav  has  no  close  o  sound  (as  in  stone).  He  therefore 
substitutes  his  very  open  o,  a  sound  somewhat  resembling  the 
vowel  in  broad.  I  recently  heard  a  highly  educated  Slav  speak 
of  the  "  aivdor  "  of  violets.  If  the  Slav  will  practise  the  sound 
before  the  mirror,  starting  with  the  open  o  sound,  closing  and 
rounding  his  lips  at  the  end  of  the  vowel  until  they  have  about 
the  shape  for  the  u  in  truth,  he  will  be  able  to  imitate  our  sound. 

Vowel  Sounds  Pectjliae  to  English 
The  vowel  sounds  in  bird,  cup,  walk,  and  had  are  peculiar  to 
English,  and  the  foreigner  is  likely  to  substitute  for  these  unac- 
customed sounds  some  of  his  own  which  appear  to  him  to  be 
similar.  For  example,  for  the  vowel  in  bird,  berth,  the  French- 
man uses  the  sound  in  fleiir,  heure,  and  the  German  the  sound  in 


4006  Citizenship  Tkaining  in  Other  States 

honnen,  Tochter.  But  for  these  European  sounds  the  lips  are 
decidedly  rounded  and  the  tongue  is  about  in  the  position  for  the 
vowel  in  red;  while  for  the  English  sound  the  lips  are  not  rounded 
and  the  tongue  is  drawn  back,  w^ith  the  highest  part  much  farther 
back  than  for  the  vowel  in  red. 

For  the  vowel  in  cup^  son,  the  foreigner  is  likely  to  substitute 
his  own  sound  of  a  (as  in  father).  Now  you  will  notice  that 
when  you  utter  a  (as  in  father)  your  mouth  is  quite  wide  open 
and  the  tongue  is  almost  flat  in  the  mouth.  But  for  the  vowel 
in  cup,  the  mouth  is  not  quite  so  wide  open  and  the  lips  are 
somewhat  stretched  while  the  tongue  is  raised  higher  and  farther 
back  than  for  a. 

For  the  vowel  sound  in  walk,  hroad,  the  foreigner  often  sub- 
stitutes his  own  open  o  sound,  which  is  generally  pronounced 
with  lips  rounded  and  the  tongue  pulled  back  and  raised  quite 
high  in  the  back  of  the  mouth.  For  the  English  vowel  the  tongue 
is  rather  flat  in  the  mouth,  but  raised  a  little  toward  the  back 
so  that  there  is  a  slight  depression  just  back  of  the  luwer  teeth. 
The  lips  are  slightly  puckered  at  the  corners  and  rather  wide 
open,  but  not  so  much  as  for  a  (as  in  father),  nor  are  they 
stretched  as  for  the  vowel  in  cup. 

The  vowel  in  had,  man,  is  often  confused  with  the  sound  in 
head,  men.  If  you  put  your  lips  and  tongue  into  the  position 
for  the  vowel  in  men,  and  then  slightly  open  the  mouth,  at  the 
same  time  lowering  and  bringing  forward  the  front  part  of  the 
tongue,  the  vowel  in  had  will  be  produced.  The  foreigner  gen- 
erally learns  this  sound  rather  easily,  but  has  difficulty  in  dis- 
tinguishing it  from  the  sound  of  e  in  hed.  It  is  well,  therefore, 
to  give  him  pairs  of  words  to  practise,  such  as,  had,  bed;  sad, 
said;  had,  head;  mat,  met.  Also  dictation  exercises  using  words 
with  those  sounds  will  be  useful. 

Each  foreigner  will  have  his  own  especial  difiiculties  in  the  pro- 
nunciation of  English.  The  teacher  who  has  a  thorough  knowl- 
edge of  how  English  sounds  are  produced  will  be  better  able  to 
understand  these  difficulties  and  overcome  them.  Especially  just 
now,  when  the  foreigner  is  being  urged  so  strongly  to  enter  the 
English  classes,  the  teacher  should  spare  no  pains  to  make  his 
work  as  effective  as  possible,  so  that  not  one  minute  of  the  for- 
eigner's time  shall  be  wasted,  and  nothing  shall  be  taught  him 
which  he  will  later  laboriously  have  to  unlearn. 

The  question  of  pronunciation  is  a  very  important  one.  The 
foreigner  who  has  a  markedly  foreign  accent  is  handicapped  in 


Ohio  4007 

many  ways.  Unless  the  teacher  gives  especial  attention  to  the 
matter  of  pronunciation  the  foreigner  will  have  to  suffer  the 
handicap  of  a  speech,  which  even  if  it  is  intelligible  will,  wher- 
ever he  goes,  call  attention  to  him  as  a  foreign-born  citizen. 

f.     TEACHING  ENGLISH  TO  IMMIGRANTS 
SOME    SUGGESTIONS    ON   METHODS    AND   MATERIALS 

Americanization  Bulletin  No.  6 


Ohio  Branch,  Council  of  National  Defense,  State  House, 

Columbus 
Governor  James  M.  Cox,  Chairman. 
Feed  C.  Croxton,  V ice-Chairman. 
J.  L.  Morrill,  Executive  Secretary. 

Americanization  Section 

Raymond  Moley,  Director. 

Juliette  Sessions,  Associate  Director. 


Publications  of  Americanization  Section 
Bulletin  1. —  "  What  is  Americanization  ?  " 
Bulletin  2. —  "A  Practical  Americanization  Program  for  Ohio 
Cities." 

Bulletin  3. —  "Americanization  in  Industries." 
Bulletin  4. —  ''Americanization  Through  the  Public  Library." 
Bulletin  5. —  "English  Speech  for  Foreign  Tongues.      A  Few 
Hints  for  Teachers." 

Bulletin  6. —  "  Teaching  English  to  Immigrants.      Some  Sug- 
gestions on  Methods  and  Materials." 

FOREWORD 
In  issuing  for  free  distribution  this  brief  description  by  Prof. 
Sarah  T.  Barrows,  of  the  most  accepted  methods  of  teaching 
English  to  adult  foreigners,  the  Americanization  section  of  the 
Ohio  Branch,  Council  of  National  Defense,  has  endeavored  to 
answer  quickly  and  definitely  inquiries  that  are  coming  in  from 
communities    that    are    opening    Americanization    classes.      We 


4008  Citizenship  Teai^^ixg  in-  Other  States 

would  like  to  place  copies  of  Bulletins  5  and  6  in  the  hands  of 
every  teacher  of  foreigners  in  the  state  as  guides  to  the  use  of 
the  best  texts  for  pupils  and  the  best  books  for  teachers,  and  so 
aid  in  developing  effective  teaching.— Editor. 

TEACHING  ENGLISH  TO  IMMIGRANTS 

SOME   SUGGESTIONS   OX    METHODS   AND   MATERIALS 

In  the  last  few  years  there  has  been  an  ever-growing  interest 
in  reform  methods  of  teaching  modern  foreign  languages.  It  was 
realized  that  the  established  methods  of  instruction  based  on  the 
teaching  of  Greek  and  Latin  were  inadequate;  the  students  after 
many  years  of  study  were  able  neither  to  speak,  understand,  nor 
write  the  language.  Much  experimenting  has  been  done  in  order 
to  develop  a  method  by  which  the  pupil  may  learn  the  language 
in  a  more  natural  manner,  more  nearly  as  he  learned  his  own 
native  tongue  in  childhood. 

Many  systems  of  foreign  language  teaching  have  thus  been 
evolved,  some  of  them  more  or  less  alike,  showing  often  by  the 
name  applied  to  them  the  especial  features  which  were  emphasized 
by  the  originator.  Occasionally  also  a  method  is  most  widely 
known  by  the  name  of  the  man  who  developed  it. 

There  is,  for  example,  the  "  natural "  or  "  conversation " 
method,  in  which  the  main  stress  is  placed  upon  the  ability  to 
speak  the  language;  little  attention  is  paid  to  grammar  or  pho- 
netics, as  fluency  in  speech  is  considered  more  important  than 
correctness  of  form  or  of  pronunciation.  The  material  is  sup- 
plied in  the  form  of  conversation  in  which  the  teacher  does  most 
of  the  talking,  the  pupil's  part  being  chiefly  that  of  answering 
questions  in  the  foreign  tongue. 

In  the  "  object "  method  the  noun  or  the  name  of  the  object  is 
used  as  the  starting  point  in  instruction,  the  meaning  of  the 
words  being  taught  by  direct  association  of  the  name  with  the 
object,  instead  of  making  the  connection  through  the  medium 
of  the  mother  tongue.  The  sentences  are  short  and  simple,  using 
the  words  of  daily  life,  the  meaning  of  which  can  be  directly 
demonstrated  to  the  pupil  or  explained  by  means  of  terms  already 
known.  Grammatical  difficulties  are  explained,  exercises  for 
language  drill  are  furnished  and  attention  is  paid  to  correct  pro- 
nunciation. The  "  object "  method  is  the  basis  for  the  widely 
advertised  system  of  foreign  language  instruction  developed  bv 
the  "Berlitz  School." 


Ohio  4000 

The  ''  theme "  method  is  perhaps  best  known  as  the  "  Gouin  " 
method.  This  system  is  based  on  the  principle  that  the  verb  is 
the  essential  part  of  the  sentence  and  that  the  sentence  as  a  whole, 
not  any  single  word,  should  be  the  unit  of  instruction.  An  act 
is,  therefore,  analyzed,  and  the  various  steps  described  in  short 
and  simple  sentences,  so  that  a  strong  association  is  formed 
between  the  spoken  words  and  their  content.  For  instance,  the 
act  of  opening  the  door  is  thus  described: 

I  walk  toward  the  door. 

I  draw  near  to  the  door. 

I  get  to  the  door. 

I  stop  at  the  door. 

I  stretch  out  my  arm. 

I  take  hold  of  the  handle. 

I  turn  the  handle. 

I  pull  the  door. 

The  door  moves. 

The  door  turns  on  its  hinges. 

I  let  go  the  handle. 

Grammar  drill  is  provided  by  variations  of  the  sentences,  using 
different  verb  and  noun  forms  whose  functions  are  defined  not  by 
grammatical  rules  but  by  accompanying  explanatory  words.  Thus 
the  meaning  of  the  tenses  is  made  clear  by  using  the  words :  yes- 
terday, today,  tomorrow;  of  prepositions,  by  moving  objects  over, 
under,  before,  etc.,  other  objects. 

In  these  "  reform  "  methods  the  foreign  language  is  expected  to 
be  exclusively  the  language  of  the  classroom ;  there  is  no  provision 
made  for  translation  either  from  the  foreign  language  into  the  ver- 
nacular or  vice  versa  and  grammatical  rules  are  incidental,  instead 
of  having  the  prominent  place  that  they  held  in  the  time-honored 
translation  method.  In  each  ease  the  deviser  of  the  method  claims 
to  have  based  his  system  on  the  psychological  processes  by  which 
the  child  learns  his  mother  tongue. 

These  different  reform  systems  may  be  regarded  as  the  forerun- 
ners of  the  "  direct  method,"  a  rather  indefinite  name  applied  by 
different  people  to  different  methods,  but  understood  by  many  to 
refer  to  a  general  pedagogical  principle  rather  than  to  a  definite  set 
of  exercises.  This  is  the  meaning  which  will  be  given  to  the  term 
in  this  paper.  The  "  direct  "  method  is  the  result  of  the  co-oper- 
ation of  three  classes  of  students  of  language  (philologists,  pho- 
neticians, and  educators,  many  of  them  the  most  distinoiii -bed  of 


4010  Citizenship  Training  in  Other  States 

our  time)  in  the  study  of  the  physiological  and  psvchologieal 
processes  of  speech,  with  a  view  to  the  setting  up  of  new  standards 
for  the  teaching  and  learning  of  foreign  langTiages.  Like  other 
reform  methods  the  direct  method  lays  great  stress  upon  the  use  of 
the  foreign  language  in  the  classroom,  but  recognizes  the  fact  that 
it  is  not  quite  the  same  thing  for  an  adult  to  learn  a  foreign 
language  as  for  a  child  to  learn  his  native  tongue,  and  insists  that 
all  the  previous  training  of  eye,  ear,  hand,  and  mind  which  the 
pupil  has  enjoyed  shall  be  made  use  of.  The  direct  method  advo- 
cates therefore  the  use  of  the  foreign  language  in  the  classroom  as 
much  as  possible,  though  certain  gTammatical  or  other  explanations 
which  would  be  obscure  and  time-consuming  in  the  foreign  tongue 
may  be  made  in  the  vernaculai-;  translation  is  used  only  for  the 
purpose  of  informing  the  teacher  as  quickly  as  possible  whether  the 
pupil  understands  what  he  has  read. 

Grammar  is  used  as  the  means  to  an  end,  not  as  an  end  in  itself. 
The  grammar  drill  should,  therefore,  consist  in  variations  of 
familiar  sentences  using  different  forms  of  verbs,  nouns,  or  pro- 
nouns, in  order  to  establish  new  and  correct  speech  habits.  Atten- 
tion should  be  called  to  the  correct  rather  than  the  incorrect  use  of 
words;  the  practice  so  common  of  putting  incorrect  forms  on  the 
board  for  correction  is  discouraged,  as  it  helps  to  impress  the 
faulty  expression  on  the  pupil's  mind. 

Great  stress  is  laid  on  correct  pronunciation,  and  to  secure  this 
thorough  training  in  phonetics  on  the  part  of  the  teacher  is 
demanded.  The  teacher  must  not  only  know  how  the  sounds 
in  the  foreign  language  are  formed,  but  must  also  know  something 
about  the  articulatory  habits  of  the  pupil  in  order  to  prevent  his 
making  mistakes  which  he  later  will  find  it  difficult  to  correct. 
For  instance,  the  sound  iJi  (as  in  this)  is  not  in  itself  a  difficult 
sound  to  form,  but  it  is  exceedingly  difficult  to  break  one's  self 
of  the  habit  of  substituting  the  sound  of  d  or  z  for  it,  if  the  habit 
is  once  formed.  The  fact  that  the  majority  of  foreigners  make 
this  mistake  shows  conclusively  that  the  ear  cannot  be  trusted 
alone  to  give  us  information  as  to  character  of  a  sound ;  we  must 
also  know  how  to  adjust  our  organs  of  speech  in  order  to  produce 
the  sound.  If,  then,  there  is  sufficient  repetition  of  these  correct 
motions  an  articulatory  habit  is  formed  and  the  production  of 
the  sound  becomes  involuntary.  (See  Americanization  Bulletin 
Ko.   5.) 


Ohio  4011 

The  vocahularj  should  be  a  practical  one,  containing  words 
essential  to  the  pupil  in  everyday  life  and  capable  of  being  inter- 
preted by  reference  to  objects  or  actions,  or  by  means  of  words 
already  learned.  It  should  be  gi-adually  and  systematically 
increased,  with  much  repetition  and  with  the  use  of  all  possible 
aids  to  memory  by  association.  The  reading  matter  should  not 
only  furnish  this  practical  vocabulary,  but  should  give  the  pupil 
information  about  the  country  in  which  the  language  is  spoken, 
the  people,  their  history,  customs  and  institutions. 

In  order  to  help  the  pupil  to  understand  what  is  said  and  to 
impress  the  words  on  his  mind  the  most  vivid  methods  of  presenta- 
tion should  be  used.  Here  the  "  dramatic  "  method  is  of  great 
value.  The  teacher  acts  out  the  meaning  of  the  words  while 
pronouncing  them ;  the  pupil  is  then  encouraged  to  perform  the 
acts  and  repeat  the  words  himself,  thus  associating  in  his  mind 
verv  closelv  the  sound  of  the  word  with  its  content.  Pictures 
can  also  be  used  very  effectively  for  this  purpose.  They  not 
only  help  to  interpret  the  meaning  of  the  word,  and  fix  it  in  the 
pupil's  mind,  but  provide  very  interesting  material  for  the  con- 
versational part  of  the  lesson. 

In  the  preparation  of  texts  in  English  for  foreigners  certain 
factors  must  be  taken  into  consideration.  The  teachers  who  are 
to  use  them  will  often  be  men  and  women  with  a  strong  desire 
for  service  but  with  no  professional  training,  no  possession  of  the 
special  technique  of  teaching  a  foreign  language.  Many  have 
not  had  the  experience  themselves  of  learning  to  speak  a  foreign 
language  and  very  few  have  had  phonetic  training.  The  book 
must,  therefore,  serve  as  a  method  book  for  the  teacher  as  well  as 
a  text  for  the  pupil. 

The  pupil  is  generally  an  adult  of  limited  education,  often 
illiterate,  who  comes  to  his  lesson  after  a  day's  hard  work,  so 
that  the  method  suitable  to  the  high  school  or  college  student 
must  be  modified  for  him.  The  reading  matter  should  also  be 
adapted  to  the  particular  needs  of  the  pupil.  There  should, 
therefore,  be  at  least  three  different  kinds  of  beginner's  text-books 
for  adults: 

1.  For  illiterates. 

2.  For  men  and  women  in  industry. 

3.  For  women  in  the  home. 

Among  the  newer  texts  in  English  for  foreigners  we  have 
several  which  have  attempted  to  apply  the  principles  of  the  direct 


4012  Citizenship  Training  in  Other  States 

method  in  teaching  of  foreign  languages  to  the  special  problem  of 
instruction  of  the  immigrant  in  English.  Some  have  followed 
Berlitz,  others  Gouin,  in  the  general  method  of  presentation; 
still  others  combine  the  two  systems,  using  the  object  method  in 
the  introductory  lessons,  and  following  them  by  groups  of  themes. 
A  few  of  these  texts  will  be  brie%  described. 

Books  for  Beginners 
1.  For  Women : 

Austin,  Ruth,  "  Lessons  in  English  for  Women."  American 
Book  Co.,  1913. 
Combination  of  object  and  theme  method  for  the  first 
fifteen  lessons,  then  reading  lessons  containing  matters 
of  interest  to  the  working  woman,  the  housewife  or 
mother.  Neither  language  nor  phonetic  drill,  the  only 
exercises  being  questions  on  the  reading  lessons.  The 
method  of  teaching  carefully  explained  for  the  first 
lesson,  after  that  little  aid  for  the  teacher. 

Sharpe,  Mary  F.,  "First  Reader  for  Foreigners."  American 
Book  Co.,  1911. 
Combination  of  object  and  theme  methods  in  introductory 
lessons,  followed  by  simple  reading  lessons  dealing 
especially  with  the  experiences  and  duties  of  housewife 
and  mother.  Enunciiition  exercises,  little  language 
drill.  Very  attractive  illustrations,  many  of  them 
copies  of  masterpieces.  Very  few  aids  to  teachers. 
While  this  book  is  not  listorl  as  a  text  for  women,  the 
lessons  are  better  adapted  to  the  use  of  women  than  men. 

2.   For  ]\len   and  Women : 

Beshgeturian,  Azniv,  "  Foreigners'  Guide  to  English."  New 
Vork  Immigrant  Publication  Society,  1916. 
Object  method.  Very  simple,  easy  sentences,  using  words 
of  everyday  life  with  much  repetition  and  thorough 
language  drill,  verb  forms  being  especially  well  treated. 
Good  ])honic  drill.  Later  lessons,  somewhat  more  diffi- 
cult, furnish  information  about  the  United  States  and 
the  duties  of  an  American  citizen.  Contains  very  help- 
ful suggestions  to  teachers. 
Field  and  Coveney,  "English  for  Now  Americans,"  Silver, 
Burdett  &  Co.,  1911 


Ohio  4013 

Object  method.  Very  short  and  simple,  often  rather  dis- 
connected sentences  dealing  with  familiar  objects  and 
everyday  experiences.  Language  difficulties  introduced 
gradually  and  logically  with  much  repetition  and  abun- 
dant material  for  practice;  exercises  for  phonic  drill. 
Last  few  lessons  contain  items  of  information  to  for- 
eigners about  the  United  States.  Vocabulary  trans- 
lated into  ten  languages. 

O'Brien,  Sara,  "  English  for  Foreigners."  Houghton 
Mifflin  Co.,  1907. 
Combination  of  object  and  theme  method  in  beginning, 
followed  by  reading  lessons  giving  useful  information 
about  personal  hygiene,  customs  and  institutions  of  the 
United  States.  Language  and  phonic  drill.  More  rapid 
progress  than  in  preceding  texts,  therefore  less  suited 
to  the  use  of  the  illiterate  foreigner. 

Price,  Isaac,  "The  Direct  Method  of  Teaching  English  to 
Foreigners."  Frank  D.  Beattys,  1913. 
Object  method  in  first  lesson,  followed  by  groups  of 
themes,  containing  a  practical  vocabulary,  but  many  of 
them  over-long  and  not  sufficiently  connected.  Very 
thorough,  systematic  drill  in  language,  also  phonics. 
Very  valuable  suggestions  to  teacher ;  the  book  is  in  fact 
quite  as  much  a  method  book  for  teachers  as  an  actual 
classroom  text. 

Roberts,  Peter,  ''  English  for  Coming  Americans."  Y.  M. 
C.  A.  Press,  K  Y.,  1912. 
Theme  method.  Course  consists  of  thirty  lessons,  in  three 
series  of  ten  lessons  each;  the  Domestic,  the  Industrial, 
and  the  Commercial  series,  issued  in  leaflet  form.  Each 
leaflet  contains  gi-oups  of  fifteen  to  twenty  sentences 
describing  experiences  common  to  all,  told  in  the  lan- 
guage of  everyday  life.  They  are  to  be  presented  to 
the  class  dramatically,  the  first  appeal  being  made  to 
the  ear.  After  the  sentences  have  been  practiced  repeat- 
edly the  pupil  is  taught  to  read  and  write  them.  Lan- 
guage lessons  are  suggested  to  be  used  in  connection  with 
each  exercise.  The  lessons  are  accompanied  by  a 
teachers'  manual,  giving  full  directions  for  teaching 
them.  These  lessons  have  undoubtedly  had  a  very 
strong  influence  in  the  development  in  the  United  States 
of  methods  for  teaching  English  to  adult  foreigners. 


4014  Citizenship  Training  in  Other  States 

For  Advanced  Classes 
Houghton,  "  Second  Book  for  Foreigners."     American  Book 
Co.,  1917. 

Eeading  lessons  well  adapted  to  the  needs  of  foreigners, 
containing  information  about  customs,  institutions,  etc., 
of  the  United  States,  also  directions  for  naturalization. 
Very  good  language  drill. 
Mintz,  "  The  Xew  American  Citizen."  A  reader  for  for- 
eigners.     Macmillan,  1917. 

Simple,  interesting  stories  from  American  history,  well 
illustrated,  also  descriptions  of  the  country,  its  institu- 
tions, and  the  duties  of  the  citizen.  Instructive  lessons 
on  sanitation  and  personal  hygiene. 
O'Brien,  "English  for  Foreigners."  Book  II.  Houghton 
Mifflin  Co.,  1909. 

Reading  lessons  containing  stories  from  American  history, 
descriptions  of  American  life  and  customs;  much  good 
advice  and  useful  information.  Excellent  exercises  for 
language  and  phonic  drill,  also  English  definitions  of 
difficult  words. 
Prior  and  Ryan,  "  How  to  Learn  English."  Macmillan, 
1911. 

A  reader,  containing  selections  simply  written,  of  interest 
and  value  to  the  foreign-born  adult;  matters  which 
touch  his  own  life  and  which  he  ought  to  know;  infor- 
mation about  the  United  States,  its  customs,  institutions, 
and  government,  and  regulations  for  naturalization. 
Roberts,  "  English  for  Coming  Americans."  Book  II. 
Y.  M.  C.  A.,  1918. 

Easy  stories,  furnishing  good  material  for  grammar  drill 
and  practical  vocabulary;  but  offering  the  pupil  no 
information  about  the  country  and  its  institutions. 

There  are  more  than  eighty  general  text-books  in  English  for 
foreigners,  besides  more  than  double  that  number  that  are  written 
in  a  foreign  language,  or  that  treat  the  subject  from  the  stand- 
l^oint  of  one  group  of  foreigners;  such  as  English  for  Poles,  or 
English  for  Italians.  A  rather  complete  l)ibliogi'a])hy  of  such 
text-books  and  other  publications  of  interest  lo  the  teacher  of 
English  io  foreigners  is  contained  in  a  bullolin  by  Winthrop 
Talbot:      "Teaching    English    to    Aliens."    Department    of    the 


Ohio  4015 

Interior,  Bureau  of  Education,  1917,  Bulletin  ISTo.  39.  Copies 
may  be  procured  from  the  Superintendent  of  Documents,  Govern- 
ment Printing  Office,  Washington,  D.  C,  at  ten  cents  a  copy. 

For  the  Teacher 

One  or  all  of  the  three  following  books  should  be  in  the  hands 
of  every  teacher  in  Americanization  classes: 

Goldberger,  "  How  to  Teach  English  to  Foreigners."    Henry 

H.  Goldberger,  Public  School  13,  New  York  City,  1915. 
Mahoney  and  Herlihy,   ''  First  Steps  in  Americanization." 

Houghton  Miiiiin  Co.,  1918. 
This  is  the  most  recent  book.      Its  suggestions  have  the 

advantage  of  much  recent  experience  and  are  admirably 

non-technical. 
Roberts,  Peter,  ''English  for  Coming  Americans."    Teachers' 

Manual.     Association  Press,    15    E.    28th    street,    New 

York  City,  1912. 

These  pamphlets  are  all  valuable  to  teachers  of  immigrants: 
California  Commission  of  Immigration  and  Housing,  "  The 
Home    Teacher."      California    State    Printing    Office, 
Sacramento,  1916. 
Finch,    "  The   Rochester    Plan   of   Immigrant    Education." 
Reprinted  from  the  Twelfth  Annual  Report  of  the  Xew 
York  State  Education  Department. 
United  States  Bureau  of  Education,  "  Education  of  Immi- 
grants."     Bulletin,  1913,  No.  51. 

A  few  books  on  the  teaching  of  foreign  languages  which  the 
teacher  will  find  helpful: 

Bahlsen,  "New  Methods  of  Teaching  Modern  Languages." 
Ginn  &  Co.,  1905. 

Gouin,  "  Art  of  Teaching  and  Studying  Language."  London 
&  Liverpool,  G.  Phillip  &  Son,  1896. 

Jespersen,  "How  to  Teach  a  Foreign  Language."  Mac- 
millan,  1904. 

Krause,  "  The  Direct  Method  in  Foreign  Languages,"  Scrib- 
ner's  Sons.  1916. 

U.  S.  Bureau  of  Education.  "  Tear-hing  of  Modern  Lan- 
guages," in  the  U.  S.  Bulletin,  1913,  No.  3. 


4016  Citizenship   TEAI:^^I^'G  I^"  Othee  States 

The  following  books  on  English  phonetics  are  obtainable  in  this 
countiy : 

Barrows,  "  English  Sounds  for  Foreign  Tongues."     A  drill 

book.       Ohio    State    University    Press,    Columbus,    Ohio, 

1918. 
Dumville,   "  The  Science  of  Speech."      London  University 

Press,  1909. 
Eippmann,  "The  Sounds  of  Spoken  English."     Dent  &  Co., 

1906. 
Eippmann,  "English  Sounds."     E.  P.  Button,  1918. 
Soames,    "  Introduction    to    English,    French    and    German 

Sounds."      Macmillan  &  Co.,  1913. 

6.  The  Report  of  the  Ohio  Branch  of  the  Council  of  National  Defense, 
Proposing  a  Constructive  Program  for  Americanization  in  Ohio 

Pbepaeed  at  Request  of  the  Joint  Committek  on   German  Pbopaganda 

OF  the  83d  Genebal  Assembly 

Legislation  foe  Amebicanization 

What  can  tbe  General  Assembly  do  to  carry  out  an  American- 
ization program  in  Ohio  ? 

It  was  in  reply  to  the  request  of  the  Joint  Committee  on  Ger- 
man Propaganda  that  this  report  was  prepared  by  the  Ohio 
Branch  of  the  Council  of  Xational  Defense.  The  Council  not 
only  had  turned  up  evidences  of  German  propaganda,  but  was 
able  to  get  at  the  root  of  it  and  determine  the  causes. 

To  eliminate  the  conditions  responsible  for  this  propaganda, 
and  similar  activities,  the  Council  sets  forth  in  this  report  three 
constructive  lines  of  action,  as  follows: 

FIRST.  To  include  the  studv  of  United  States  historv, 
American  government,  and  citizenship  in  the  courses  for  the 
seventh  and  eighth  grades.  (Senate  Bill  140;  Senator  H.  J. 
Ptitter.) 

SECOND.  To  require  attendance  at  school  of  non-English- 
speaking  and  illiterate  minors.  (House  Bill  301 ;  Rep.  H.  J. 
Jones.) 

THIRD.  To  establish  a  committee  for  a  period  lasting  until 
close  of  the  next  legislature  to  carry  on  Americanization  work  and 
patriotic  education.     (House  Bill  469;  Rep.  Geo.  S.  Myers.) 

This  report  is  published  by  the  Ohio  Branch  of  the  Council 
of  National   Defense  as  presented   to   the  Joint   Committee  on 


Ohio  4017 

German  Propaganda.  The  members  of  the  committee  are: 
Senator  H.  J.  "Ritter,  chairman;  Senator  H.  Ross  Ake,  Senator 
George  W.  Holl,  Representative  John  W.  Gorrell,  Representative 
George  S.  ^Mvers  and  Representative  R.   C.  Dunn. 

The  Ritter  and  Myers  bills  above  mentioned  were  introduced 
by  members  of  the  Joint  Committee  while  the  other  measure 
already  had  been  prepared  and  was  found  adequate  to  cover  those 
phases  of  the  recommendations  of  the  Council  of  National  Defense. 

The  Extent  of  German  Propaganda  in  Ohio  During  the 

War 

Throughout  the  war  anti-American  propaganda  was  encoun- 
tered in  certain  sections  of  Ohio.  Occasionally  this  seemed  to 
be  somewhat  organized,  but  generally  it  appeared  to  be  merely 
the  expression  of  individual  opinions. 

In  sections  where  work  with  which  we  were  connected  met  any 
anti-American  activity  the  apparent  leaders  were  in  many  cases 
ministers  or  other  religious  leaders  of  denominations  opposed  to 
war  or  composed  largely  of  first  or  second  generation  immigrants 
from  enemy  country.  In  occasional  cases  such  a  leader  was  out- 
spoken in  his  opposition  to  war  activities  of  the  state  and  nation, 
but  in  a  greater  number  of  cases  the  position  assumed  was  simply 
one  of  inactivity  and  non-participation  in  war  measures,  rather 
than  of  active  opposition. 

Of  course  during  the  war  period  the  charge  of  "  Pro-Ger- 
manism "  was  often  made  without  any  basis  of  fact  and  caused 
suspicion  to  be  directed  toward  persons  thoroughly  patriotic. 

The  charge  of  being  "Pro-German"  was  often  made  against 
violators  of  the  provisions  of  the  Food  Control  Act,  but  in  only 
a  comparatively  few  cases  could  such  a  charge  be  sustained,  and 
in  not  a  single  case  did  we  ask  for  internment  of  any  violator 
of  the  Food  Act. 

Threats  of  Armed  Resistance  by  Food  Hoarders  Failed  to 
Materialize  When   the   Showdown  Came 

During  the  spring  of  1918  when  it  was  necessary  to  secure  the 
marketing  of  all  wheat,  a  few  farmers  had  to  be  served  with 
formal  notice  to  market  their  grain,  but  this  withholding  of 
breadstuffs  was  in  the  majority  of  cases  due  to  "pure  contrari- 
ness "  or  resentment  at  governmental  interference.      At  one  time 


4018       *     Citizenship  Training  in  Other  States 

a  rumor  reached  our  office  that  in  one  community  a  number  of 
farmers  born  in  Germany  or  of  German  descent  were  withholding 
their  wheat,  but  careful  investigation  proved  that  the  rumor  was 
false.  In  a  few  cases  we  were  notified  rather  directly  as  to  what 
would  happen  in  one  or  two  German  communities  if  we  molested 
hoarded  foodstuffs,  but  in  every  case  an  investigation  was  promptly 
made  and  the  threatened  armed  resistance  failed  to  materialize. 
In  some  of  the  industrial  communities  foreigners  of  various 
nationalities  undertook  early  in  the  war  to  secure  considerable 
amounts  of  foodstuffs  to  prevent  inconvenience  from  possible 
shortage.  This  seemed  to  be  due  generally  to  ignorance  or  lack 
of  interest  in  the  results  of  the  war,  and  not  to  any  active  desire 
to  hamper  the  United  States  and  her  allies. 

How  Conscientious  Objectors  Were  Handled  to  Prevent 
Spread  of  Their  Opposition 

In  connection  with  the  handling  of  so-called  "conscientious 
objectors"  we  felt  that  it  was  a  mistake  to  send  these  men  into 
rural  communities  to  work,  owing  to  the  opportunity  it  gave  them 
freely  to  express  their  opposition  to  the  war  and  also  the  effect 
generally  produced  by  their  presence  with  friends  or  fellow 
religionists  in  the  community. 

We  recommended,  as  a  more  satisfactory  plan,  that  any  of  these 
men  sent  from  camp  to  work  be  assigned  in  squads  under  military 
discipline  to  assist  in  the  construction  of  military  depots  and 
other  similar  government  undertaking. 

We  have  not  undertaken  to  discuss  German  propaganda  before 
and  during  the  war  as  disclosed  by  investigations  of  the  Depart- 
ment of  Justice  for  the  reason  that  the  war  activities  carried  on 
under  our  general  supervision  were  along  entirely  different  lines 
of  work. 

597,245  Foreign-Born  Persons  at  Root  of  Illiteracy 
Any  study  which  takes  into  consideration  the  number  of  foreign- 
born  in  Ohio,  the  diversity  of  races  and  nationalities,  and  our 
failure  to  assimilate  in  any  satisfactory  way  these  immigrants, 
leads  one  to  marvel  that  we  could  have  come  through  our  war 
experience  without  anti-Americanism  a  hundredfold  more 
pronounced. 


Ohio  4019 

The  latest  available  population  figures  by  which  nationality 
are  found  in  the  United  States  Census  Report  for  1910.  and  those 
figures  show  that  in  Ohio  at  that  time  597,245,  or  12.5  per  cent, 
of  the  total  population  (4,767,121)  were  foreign-born  whites; 
333,985,  or  7  per  cent,  of  the  total  population  were  born  in 
encmv  countries- — Germany  or  Austria-Hungarv. 

In  eight  of  the  fourteen  cities  with  a  population  in  1910  of 
25,000  or  over  the  proportion  of  foreign-born  whites  varies  from 
one  in  eight  to  three  in  eight.  Those  cities,  with  the  per  cent, 
of  foreign-born  whites,  are: 

Lorain 37.8 

Cleveland    34. 9 

l^oungstown    31.4 

Akron    19.2 

Toledo 19 .0 

Canton 17.2 

Cincinnati   15.6 

Dayton 11.9 


In  Ten  Faie  Sized  Cities  Aliens  Vaky  From  One  in  Etoiit 

To  Two  IN  Eight 

In  ten  of  thirteen  cities  with  a  population  in  1910  of  10,000 

to  25,000  the  foreign-born  varied  from  one  in  eight  to  two  in 
eight.     Those  cities  with  the  per  cent,  of  foreign-born  whites  are: 

Ashtabula 25.7 

Lakewood    25.7 

Steubenville    23.2 

Elyria    20.6 

Alliance 17.6 

Bellaire 16.4 

Sandusky 16.2 

Mansfield 13.3 

:\Iassillon 12.4 

Warren 12.2 


Even  of  greater  significance  are  the  figures  relative  to  per  cent, 
born  in  enemy  countries  —  Germany  and  Austria-Hungary.  The 
proportion  was  one  in  ten  or  greater  in  six  of  the  fourteen  cities 
of  25,000  population  or  ovei-  and   in  four  of  the  thirteen  citios 


4020 


Citizenship  Training  in  Othee  States 


of  10,000  to  25,000  population.     The  cities  with  the  per  cent 
born  in  Germany  or  Austria-Hungary  follow: 

Lorain   25.3 

Cleveland 20.5 

Youngstown 14.7 

Toledo   11.3 

Akron    10.7 

Cincinnati   10.0 

Lakewood    16.0 

Sandusky 11.7 

Elyria   11.0 

Mansfield 10.4 


In  some  of  the  counties  without  large  centers  of  population 
the  conditions  are  likewise  worthy  of  attention  on  the  part  of  the 
committee. 


"  Pro-Germanism  "  Found  in  Some  Counties  Among  Second 

Generation  of  Immigrants 

"Pro-Germanism"  was  found  in  some  counties  where  .the  per- 
centage of  foreign-born  was  low  but  where  there  was  "ft  large 
number  of  second-generation  immigrants  (native-born  of  foreign 
parentage).  We  neglected  to  Americanize  our  immigrants  of  the 
previous  generation  but  allowed  German  propaganda  to  be  carried 
on,  hence  lack  of  loyalty  in  the  second  generation. 

For  the  information  of  the  Committee  we  have  entered  below 
data  from  the  1910  census  showing  for  each  county  in  the  state 
the  total  population,  per  cent,  foreign-bom,  per  cent,  native-born 
of  foreign  parentage,  and  per  cent,  born  in  enemy  countries  — 
Germany  and  Austria-Hungary  —  where  that  figure  is  2  per  cent, 
or  more: 


County 


Adaniii   .   . 
Allen  .  .    . 
Ashland  . 
Ashtabula 
Athens  .  . 
Auglaize  . 
Belmont  . 
Krovvn  .  . 
Butler  .  . 


Total 
population 

Per  cent. 

foreign-born 

whites 

Per  cent, 
native-born 
of  foreign 
or  mixed 
parentage 

Per  cent, 
born  >n 
Gerniany 
or  Austria- 
Hungary 

24. 755 

0.5 

2.8 

5G. 580 

4.2 

13.5 

22, 975 

2.7 

8.4 

59, 547 

14.2 

20.1 

2.2 

47,793 

5.3 

9.2 

2.4 

31,246 

4.0 

19.4 

3.3 

76. 856 

15.1 

16.4 

8.3 

24, 832 

1.9 

8.7 

70,271 

8.2 

22.3 

6.5 

Ohio 


4021 


Total 

County  population 

Carroll 15,761 

Champaign 26,  351 

Clark 66,  435 

Clermont 29,  551 

Clinton 23,  680 

Columbiana 76,619 

Coshocton 30,  121 

Crawford 34.  036 

Cuyahoga 637.  525 

Darke 42,  933 

Defiance 24.  498 

Delaware 27, 182 

Erie 38.  327 

Fairfield 39,  2^01 

Fayette 21,  744 

Franklin 221,  567 

Fulton 23.  914 

Gallia 25,745 

Geauga 14,  670 

Greene 29,  733 

Guernsey 42.  716 

Hamilton 460.  732 

Hancock 37.  860 

Hardin 30.  407 

Harrison 19.  076 

Henry 25.  119 

Highland 28,  711 

Hocking 23.  650 

Holmes 17,  909 

Huron 34,  206 

Jackson  30, 791 

Jefferson 65.  423 

Knox 30.  181 

Lake 22.927 

Lawrence 39.  488 

Licking 55.  590 

Logan 30.  084 

Lorain 76,  037 

Lucas 192.  728  • 

Madison 19,  902 

Mahoning 116.  151 

Marion 33,971 

Medina 23.  598 

Meigs 25.  594 

Mercer 27.  536 


Per  cent. 

foreign-born 

whites 

Pw  cent. 

native-born 
of  foreign 
or  mixed 

parentage 

Per  cent. 

born 

in  Germany 

or  Au.;tria- 

Hungary 

5.1 

11.6 

2.0 

6.6 

5.4 

14.6 

2.0 

3.6 

11.3 

2.5 

1.0 

4.1 

9.5 

16.9 

2.4 

2.9 

12.0 

7.3 

22.1 

4.9 

33.6 

39.4 

19,7 

2.4 

8.6 

5.8 

21.6 

4.3 

2.7 

9.5 

16.0 

36.3 

10.8 

1.8 

9.0 

0.7 

3.2 

...... 

8.4 

18.3 

3.9 

5.1 

17.2 

2.2 

1.2 

5.2 

9.4 

16.0 

3.9 

2.0 

6.5 

9.2 

11.8 

54 

14.3 

.34.7 

9.2 

3.0 

10.9 



2.8 

11.2 

3.2 

5.7 

7.2 

23.8 

6.2 

0.9 

3.9 

3.5 

8.7 

2.1 

2.9 

11.5 

8.5 

20.7 

3.6 

2.0 

9.5 

22.4 

19.0 

8.9 

3.3 

S.O 

15.6 

24.4 

5.5 

1.8 

7.5 

4.8 

10.0 

2.4 

1.2 

5.9 

24.5 

29.1 

15.1 

18.0 

34.4 

10.7 

2.0 

7.3 

23.8 

29.5 

14  4 

4.0 

13.0 

6.0 

14.3 

1.9 

9.2 

4.0 

18.9 

4022 


CiTiZE.vsHir  TRAINI^■G  i:s^  Other  States 


Total 

County  population 

Miami 45,  047 

Monroe 24,  244 

Montgonury 163,  763 

Morgan 16,  097 

Morrow 16,  815 

Muskingum 57,  488 

Noble 18,601 

Ottawa 22,  360 

Paulding 22,  730 

Perry 35,  396 

Pickaway 26,  158 

Pike 15,  723 

Portage 30,  307 

Preble 23.  834 

Putnam 29,  972 

Richland 47,  667 

Rosa 40, 069 

Sandusky 35,  171 

Scioto 48.  463 

Seneca 42,  421 

Shelby 24,  663 

Stark 122.  987 

Summit 108,  253 

Trumbull   52,  766 

Tuscaraw,?s 57,035 

Union 21,  871 

Van  Wert   29.  119 

Vinton 13,  096 

Warren 24.  497 

Wa.shington 45,  422 

Wayne 38,  058 

Williams 25,  198 

Wood 46,  330 

Wvandot 20,  760 


Per  cent, 
foreign-born 

whites 

Per  cent. 

native-born 

of  foreign 

or  mixed 

parentage 

Per  cent. 

born 

in  Gprmany 

or  Au^t^ia- 

Hungary 

3.3 

11.4 

2.4 

12.7 

10.1 

19.0 

6.6 

1.1 

4.2 

1.2 

6.3 

3.9 

10.5 

3.2 

6.7 

2.4 

19.2 

36.9 

15.3 

3.0 

10.7 

7.3 

13.7 

2.S 

1.8 

5.3 

1.4 

6.1 

9.3 

17.3 

2.6 

2.0 

7.7 

3.6 

17.8 

8.2 

14.7 

5.8 

2.2 

9.6 

•8.4 

23.7 

5.4 

3.0 

11.0 

5.6 

18.0 

3.4 

3.1 

16.4 

14.0 

22 . 0 

6.8 

18.4 

22.9 

10.0 

14.8 

09   'J. 

3.G 

9.2 

19 . 1 

3.4 

1.6 

7.8 

2.7 

11.. "> 

0.8 

4.0 

2.6 

8.1 

2.5 

11.9 

5.4 

14.6 

3.5 

13.5 

6.9 

IS. 3 



3.7 

15.4 

>«'ote. —  Percentage  under  two  per  cent,  not  entered  of  Born  in  Germany  or 
Austria-Hungary. 


TTpoii  thp  state  map  No.  1  has  been  entered  the  percentage 
which  the  foreign-horn  formed  in  1910  of  the  total  poymlation  of 
each  connty.  Figures  are  entered  only  for  counties  having  three 
or  more  per  cent,  foreignrhoiifi. 


Ohio  4023 

MoEE    Than   Half   of   Foreign-Born    in    Ottto    Came    From 
Enemy  Country  —  Germany  or  Austria 
More  than  one-half  (55.9  per  cent.)  of  the  foreign-lx)rn  in  Ohio 

in  1910  were  horn  in  enemv  country  —  Germanv  or  Austria- 
Hungary.  The  country  of  birth  of  the  597,215  foreign-horn  in 
Ohio  according  to  the  1910  census  was  as  follows: 

Germany 175,091 

Austria-Hungary    158, TG8 

Russia 48,756 

England 43,335 

Italy 41,G20 

Ireland    40,057 

Canada    23,191 

Switzerland 10,988 

Scotland 10,704 

Wales 9,370 

Sweden 5,522 

France 4,836 

Finland   3,988 

Turkey 3,970 

Roumania   3,974 

Greece   2,555 

Holland   2,278 

Denmark   1 ,837 

Belgium 1,525 

All  other  countries 4,868 


No.  1 

PERCENTAGE  OF  FOREIOX-BORX  WHITES  BY  LAST 

CENSUS  FIGURES 

(^Fap  of  State  of  Ohio  showing  percentage  of  foreign-born  whites.) 

Nearly  Half  Foreign-Born  Males  of  Voting  Age  in  the 
State  Are  Not  Naturalized 
Males  of  voting  age  (21  years  and  over)  numbered  1,484,265 
in  Ohio  in  1910.     One-fifth  of  these  men  (20.8  per  cent.)  were 
foreign-born  white.     The  census  classification  was  as  follows: 

Native-born  white 841,556 

Native-born  of  foreign  or  mixed  parentage 294,443 


4024  Citizenship  Trainixg  in  Othee  States 

Foreign-born,  white 308,478 

Xegro    39,188 

Others 600 


The  citizenship  status  of  34,648  foreign-bom  males  of  voting 
age  was  not  reported,  but  of  the  273,830  for  which  information 
was  secured 

142,465,  or  52.0  per  cent.,  were  naturalized. 

17,509,  or     6.4  per  cent,  had  first  papers  only. 
113,856,  or  41.6  per  cent.,  were  aliens. 

Great  Mass  of  Foreign-Born  Unable  to  Speak  English, 
United  States  Investigation  Shows 
Data  relative  to  ability  of  foreign-bom  to  speak  English  are 
not  available  for  Ohio,  but  reference  to  the  reports  of  the  United 
States  Immigration  Commission  discloses  the  following  for 
foreign-born  wage  earners  in  representative  manufacturing  and 
mining  localities  throughout  the  United  States: 

246,673     foreign-bom    of    non-En  glish-speaJcing    races    were 
studied. 

53.2  per  cent,  could  speak  English. 

28.6  per  cent,  of  those  in  the  U.  S.  less  than  5  years  could 
speak  English. 

59 . 6  per  cent,  of  those  in  the  U.  S.  from  5  to  9  years  could 

speak  English. 
83.1  per  cent,  of  those  in  the  U.  S.  10  years  or  longer  could 
speak  English. 

88.7  per  cent,  of  those  who  came  to  the  U.   S.   before  they 

were  14  years  of  age  could  speak  English. 

48 . 3  per  cent,  of  those  who  came  to  the  U.  S.  after  they  were 

14  years  of  age  could  speak  English. 

"  Tale  of  Two  Cities  "  Shows  Unfitness  of  Many  Men  of 

Voting  Age  to  be  Citizens 
Practically  all  of  our  industrial  cities  have  made  tremendous 
growth  since  1910,  but  with  the  increase  in  population  it  is  doubt- 
ful whether  there  has  been  much  change  with  reference  to  propor- 
tionate number  of  foreigu-bora  and  literacy  and  citizenship  of 
such  foreign-born. 


Ohio  4025 

The  1910  census  shows  the  following  facts  for  a  certain 
industrial  town  having  at  the  present  time  a  population  of  ten 
or  twelve  thousand : 

Total  population  (1910) 4,972 

Foreign-born,  white 3,866  or  77.8  per  cent. 

Males  of  voting  age 2,972 

Xative-born,  white 107 

Native-born,   white,   foreign   parent- 
age    49 

Foroign-bom  whites     2,814 

Kegro    2 


Only  107  of  the  2,814  foreign-born  males  of  voting  age  were 
naturalized. 

Twenty-four  and  six-tenths  per  cent,  of  all  persons  10  years  of 
age  or  over  were  illiterate. 

Twenty-seven  and  one-tenth  of  all  males  of  voting  age  were 
illiterate. 

The  1910  census  shows  for  another  Ohio  citv  the  following: 

Total  population  (1910) 22,391 

Foreign-born,  white 5,214  or  23.2  per  cent 

Males  of  voting  age 7,875 

Native-born,  white 3,341 

Native-born,   white,   foreign   parent- 

t\ge 1,189 

Foreign-born,  white 3,103 

Negro 236 

Chinese,  Japanese,  etc 6 


Only  589  of  the  3,103  foreign-born  males  of  voting  age  were 
naturalized.  5.4  per  cent  of  all  persons  10  years  of  age  or  over 
were  illiterate.  8,2  per  cent,  of  all  males  of  voting  age  were 
illiterate. 

Three  Phases  of  Work  are  Urged  as. First  Constructive 

Steps  .j^; 

Taking  into  consideration  the  conditions  in  Ohio,  the  Special 
Committee  on  Americanization  working  under  the  general  direc- 
tion of  the  Ohio  Branch,  Council  of  National  Defense,  recom- 


4026  CiTizENSHii'  Training  in  Other  States 

mends   legislation    looking   toward    three    more    or   less    distiiict 
phases  of  work,  as  follows: 

1.  Eequiring  inclusion  in  the  prescribed  course  of  study  for  the 
seventh  and  eighth  grades  of  United  States  history,  American 
government  and  citizenship. 

2.  Requiring  attendance  at  school  of  non-English  speaking  and 
illiterate  minors. 

3.  Providing  for  the  development  of  Americanization  work  and 
the  encouragement  of  patriotic  education  and  assimilation  of  foreign- 
born  residents. 

An  explanation  of  each  of  these  measures  may  be  of  interest : 
Civics. —  The   report  of   the  United   States   Commissioner   of 
Education  gives  the  enrollment   of   pupils   in   Ohio   public   and 
private  schools  in  1915  as  1,056,257  distributed  as  follows: 

Elementary  schools    942,937 

Secondary  schools   (high  schools) 92,451 

Higher  schools    (colleges,  universities,   normal  schools, 

etc.)    \ 20,869 


Most  Boys  and  Girls  Quit  School  Without  Being  Taught 
Fundamentals  of  Our  Government 

That  is,  89.3  per  cent,  of  the  pupils  were  enrolled  in  the 
primary  and  grammar  schools,  8.7  per  cent,  in  high  schools  and 
2.0  per  cent,  in  colleges,  universities,  and  normal  schools.  Of 
course,  with  a  growing  population  the  percentage  reaching  high 
school  would  be  somewhat  higher  than  is  indicated  by  the  enroll- 
ment for  any  single  year,  but  for  this  state  it  is  a  conservative 
estimate  that  at  least  four  out  of  five  of  our  young  people  quit 
school  in  the  gTades  —  that  is,  either  upon  completion  of  the  eighth 
grade  or  at  some  stage  below  that  point.  Civics  is  now  taught 
in  a  few  grade  schools  but  the  subject  is  not  included  in  the  pre- 
scribed graded  course  of  study,  which  means  that  a  great  majority 
of  boys  and  girls  are  leaving  school  without  having  had  any  care- 
ful instruction  in  the  fundamentals  of  American  government. 

The  bill  covering  the  matter  drafted  by  the  Special  American- 
ization Committee  was  submitted  to  your  Special  Committee  on 
German  Propaganda  and  your  chairman,  Mr.  Ritter,  has  kindly 
introduced  it  as  Senate  Bill  No.  140. 


Ohio  4027 

The  bill  follows: 

"  Section  1.  That  sections  7645  and  7762  of  the  General  Code 
be  amended  to  read  as  follows: 

"  Section  7645.  Boards  of  education  are  required  to  prescribe 
a  graded  course  of  study  for  all  schools  under  their  control  in  the 
branches  named  in  section  7648,  subject  to  the  approval  of  the 
superintendent  of  public  instruction.  The  course  of  study  men- 
tioned in  this  section  shall  include  American  government  and 
citizenship  in  the  seventh  and  eighth  grades. 

Section  7762.  All  parents,  guardians  and  other  persons  who 
have  care  of  children,  shall  instruct  tiiem,  or  cause  them  to  be 
instructed,  in  reading,  spelling,  writing,  English  grammar, 
geography,  .  .  .  arithmetic,  United  States  history,  American 
government  and  citizenship. 

Native  Illiterates  and  Foeeign-Bokn  Illiterates  Form 
Two  Distinct  Classes  to  be  Educated 

Non-English-speaking  and  illiterate  minors. —  Two  somewhat 
distinct  problems  in  illiteracy  are  found  in  Ohio ;  first,  the 
illiteracy  among  the  native  white  population  in  a  few  counties, 
and  second,  the  illiteracy  among  the  foreign-born  population. 

Of  the  124,774  illiterates  10  years  of  age  or  over,  according  to 
the  1910  census,  66,887,  or  53.6  per  cent,  of  the  total  illiterates, 
were  foreign-born. 

Map  No.  2  illustrates  the  illiteracy  problem  among  the  native 
white  population  and  map  No.  3  the  problem  of  the  foreign-born 
illiterates. 

The  1910  census  shows  that  while  certain  counties  whose 
population  consists  largely  of  native-born  have  a  high  percentage 
of  illiteracy  the  state  as  a  whole  has  a  very  low  percentage  of 
illiteracy  among  native  whites  but  a  high  percentage  among 
foreign-born,  as  follows: 

One  and  five-tenths  per  cent,  of  native-born  whites  10  years  of 
age  or  over  are  illiterate. 

Eleven  and  five-tenths  per  cent,  of  foreign-born  whites  10  years 
of  age  or  over  are  illiterate. 

Eleven  and  one-tenth  per  cent,  of  negroes  10  years  of  age  or 
over  are  illiterate. 

The  table  shows  for  each  of  the  cities  with  a  population  of 
25,000  or  ever  in  1910  the  percentage  of  the  population  10  years 


4028 


CiTizEXSHip  Training  in  Other  States 


of  age  or  over  who  were  illiterate  in  each  of  the  three  indicated 
population  groups: 

Native-born        Foreign-born 

City  white  whiite  X<gro 

Akron .5  11.6  8.9 

Canton .4  15.4  2.0 

Cincinnati .8                   9.6  .  14.3 

Cleveland .2  10.5  4.1 

Columbus 1.2  12.6  8.7 

Dayton .5  10.6  9.5 

Hamilton .7                   4.8  10.2 

Lima .9                    7.8  5.6 

Lorain .2  11.5  2.3 

Newark .5                   7.4  7.1 

Springfield .5                   97  8.5 

Toledo .7                   9.6  4.3 

Youngstown  .  ,   .4  17.8  5.8 

Zanesville .9  13.7  8.7 


No.   2 

NATIVE-B0R:N'    white    ILLITEKATES    aged    10    OR 

OVER 
(Map    of    State    of    Ohio    showing    percentage    of    native-born 

illiterate  whites.) 


No.  3 

FOREIGX-BORjSt  WHITE  ILLITERATES  AGED  TEN  OR 

OVER 
(Map    of    State    of    Ohio    showing    percentage    of    foreign-born 

illiterate  whites.) 


We  have  entered  below  similar  data  for  each  of  the  counties 
of  the  state: 

Nati\e-|joiii  Foruign-boru 

City  wiiite  white  Negro 

Adams 5.2  3.3  17.9 

Allen 1.2  7.4  5.5 

Ashland 1.0  7.7  (a) 

Ashtabula .5  12.2  5.8 

Athens 4.6  17.7  16.4 

Auglaize 1.8  5.S  (a) 

Helmont    2.1  17.3  12.3 

browTi 2.3  5.4  180 


Ohio  4029 


City 

Butler 

Carroll 

Champaign 

Clark  

Clermont 

Clinton 

Columbiana 

Coshocton 

Crawford 

Cuyahoga  

Darke 

Defiance    

Delaware 

Erie 

Fairfield 

Fayette 

Franklin 

Fulton 

GaUia 

G«auga  

Greene 

Guernsey 

Hamilton 

Hancock 

Hardin 

Harrison 

Henry  

Highland 

Hocking 

Holmes 

Huron 

Jackson  

Jefferson 

Knox 

Lake 

Lawrence 

Licking 

Logan  

Lorain 

Lucas 

Madison 

Mahoninjr 

Marion , 

Medina 

Meigs 

Mercer 

Miami 

Monroe 


itive-born 
white 

I     Foreign-boin 

white 

Neg  o 

1.0 

6.1 

11.1 

1.3 

21.3 

(a) 

1.7 

10.9 

6.7 

.8 

9.7 

9.0 

1.9 

4.2 

13.3 

2.2 

5.4 

12.8 

1.1 

12.3 

6.0 

2.6 

11.6 

(a) 

.7 

81 

(a) 

.2 

ro.2 

4.2 

2.1 

27.9 

7.2 

1.3 

5.4 

fa) 

.9 

7.4 

5.  .5 

1.2 

7.8 

15.9 

2.4 

8.6 

6.3 

3.5 

9.2 

14.3 

1.3 

12.9 

9.1 

1.1 

5.1 

(a) 

5.9 

16.3 

14.9 

.5 

S.O 

(a) 

1.5 

9.3 

12.8 

1.7 

32.5 

9.3 

.7 

9.1 

14.6 

1.2 

4.3 

3.9 

1.3 

5.0 

11.7 

1.4 

17.8 

10.2 

1.4 

7.6 

(a) 

3.1 

6.3 

13.8 

5.3 

31.7 

19.0 

1.7 

11.1 

(a) 

.5 

9.1 

14.0 

6.9 

16.5 

17.6 

1.3 

20.0 

7.2 

1.1 

9.0 

7.1 

.4 

12.6 

6.5 

7.9 

14.8 

20.7 

.8 

8.3 

6.5 

1.2 

5.6 

7.6 

.4 

11.2 

6.7 

.9 

9.5 

4.4 

2.6 

13.5 

13.3 

.6 

18.0 

6.1 

1.1 

11.5 

12.3 

1.1 

4.2 

(a) 

2.8 

7.1 

14.2 

l.S 

2.8 

(a) 

1.4 

8.8 

13.1 

3.7 

12.6 

fa, 

4030 


Citizenship  Training  in  Other  States 


City 

Montgomery , 

Morgan 

Morrow 

Muskingum 

Noble 

Ottawa 

i*aulding 

Perry  

Pickaway   

Pike 

Portage    

Preble   .   

Putnam 

Richland 

Ross 

Sandusky   

Scoto  

Seneca 

Shelby 

Stark   

Summit    

Trumbull   

Tuscarawas   

Union   

Van    Wert    

Vinton  

Warren    

Washington 

Wayne    

Williams    

Wood    

Wyandot    


(o)  Per  cent,  omitted  because  of  smallness  of  numbers. 


Native-born 
white 

Foreign-born 

wliite 

Ncg  o 

1.0 

10.2 

13.8 

2.0 

3.4 

13.0 

1.0 

8.1 

(a) 

1.5 

14.8 

9.4 

2.9 

15.9 

(a) 

1.8 

15.3 

(a) 

3.2 

11.5 

11.0 

2.4 

13.1 

9.4 

3.3 

14.0 

16.6 

7.3 

13.2 

21.3 

.6 

18.5 

5.0 

1.8 

9.1 

13.3 

1.9 

9.7 

(a) 

.7 

7.0 

3.3 

4.9 

7.8 

11.9 

1.1 

9.8 

5.9 

5.5 

8.8 

15.4 

.9 

9.1 

10.3 

1.9 

12.8 

0.2 

.6 

13.0 

5.4 

.5 

11.7 

8.6 

.8 

31.4 

10.2 

1.8 

10.0 

17.2 

1.6 

10.2 

5.1 

1.6 

8.6 

11.9 

5.5 

(a) 

13.2 

1.4 

5.S 

11.5 

2.7 

8.3 

11.5 

.8 

9.8 

(a) 

1.0 

7.2 

(a) 

1.6 

8.9 

12.0 

1.4 

4.4 

(a) 

TTnless  Foreign-Eorn  Are  Educated  at  Once  Illiteracy 
Problem  Will  Grow  More  Acute 
Unless  definite  steps  are  taken  to  instruct  the  illiterate  foreign- 
born,  the  prohloin  will  groAv  more  acute  as  an  increasing  propor- 
tion of  our  immigrants  have  been  coming  from  southern  and 
eastern  Europe  where  educational  and  economic  conditions  are 
such  that  a  very  large  proportion  of  the  population  is  illiterate. 
What  the  flow  or  source  of  immigration  may  he  after  the  war  is, 
ui  course,  unknown,  hui  it  is  fair  to  assume  that  the  proportion 
originating  in  northerrL  and  western  Europe  will  not  be  greater 
than  it  was  immediately  preceding  the  war. 


Ohio 


4031 


The  table  shows  the  general  source  of  immigration  to  the 
United  States  for  each  of  the  four  decades  within  the  period 
July  1,  1871,  to  June  30,  1910,  and  also  for  the  four-year  period 
July  1,  1910,  to  June  30,  1914: 


NUMBEB  OF  Immigrants 

Total 
Number  of 
Period  Immigrants 

to 
U.  S. 

1871-1880   2,812,191 

18S1-1S90   5,246,613 

1891-1900    3,687,564 

1901-1910    8,795,386 

1911-1914     (4    years) 4,133,631 


From 
Northern 

and 
Western 
Europe 

2,071,374 

From 

Southern 

and 
Fastern 
Evirope 

200,955 

3,779,315 

959,951 

1,643,613 

1,942,164 

1,910,700 

6,302,709 

710,700 

2,953,900 

Per  Cent  of  Total  Immigration 


Period 


1871-1800    

1881-1890  

1891-1900   

1901-1910   

1911-1914   (4  years) 


From 
Northern 

and 
Western 
Europe 

From 

Southern 

and 
Eastern 
Europe 

73.7 

7.1 

72.0 

18.3 

44.8 

52.8 

21. S 

71.9 

17.2 

71.5 

It  will  be  noted  from  this  table  that  a  comparison  of  immigra- 
tion during  the  decade  ending  in  1910  with  the  decade  ending  in 
1890  shows  that  while  from  northern  and  western  Europe  the 
number  of  immigrants  was  reduced  almost  50  per  cent,  the  immi- 
gration from  southern  and  eastern  Europe  was  increased  almost 
sevenfold. 

The  significance,  from  the  point  of  illiteracy,  of  the  shift  in 
origin  of  immigration  to  the  United  States  can  be  seen  by  an 
examination  of  available  figures  for  the  twelve-year  period  ending 
June  30,  1910, 

MoEE  Than  One-Fourth  of  Immigrants  to  United  States 
Can  ISTeither  Read  ISTor  Write  Any  Language 

More  than  one-fourth  (26.7  per  cent.)  of  the  total  number  of 
immigrants  could  neither  read  nor  write.  From  southern  and 
eastern  Europe  the  South  Italian  furnished  the  largest  number 


4032  CiTizENSHir  Training  in  Othee  States 

of  immigrants  and  53.9  per  cent,  were  illiterate;  the  Polish  were 
next  in  number  and  35.4  per  cent,  were  illiterate. 

Among  races  from  northern  and  western  Europe  the  percentage 
of  illiteracy  for  the  Scandinavians  was  0.4  per  cent.,  for  English 
1.0  per  cent.,  for  Irish  2.6  per  cent,  and  for  Scotch  0.7  per  cent. 

Information  as  to  proportion  of  immigrants  speaking  English 
is  not  available  for  Ohio,  but  a  study  of  immigration  in  the 
principal  manufacturing  and  mining  centers  throughout  the 
United  States  made  by  the  United  States  Immigration  Commis- 
sion a  few  years  ago  included  507,256  wage-earners.  Of  that 
number  293,541,  or  57.9  per  cent.,  were  foreign-born.  Included 
in  the  foreign-born  were  246,673  of  non-English-speaking  races, 
and  of  that  number  47.8  per  cent.,  or  almost  one-half,  were  unable 
to  speak  English. 

Bill    Would    Strike    at    Core    of    Trouble    by    Putting 
Illiterate  Minors  in  School 

The  Ohio  Branch,  Council  of  National  Defense,  through 
its  Special  Committee  on  Americanization,  drafted  a  bill  requir- 
ing the  attendance  at  school  of  non-English-speaking  and  illiterate 
minors.  Before  this  was  introduced,  however,  a  similar  bill  was 
introduced  by  Mr.  Jones  of  Trumbull  (H.  B.  No.  301).  Mr. 
Jones  kindly  accepted  certain  minor  amendments  which  include 
all  recommendations  of  the  Special  Committee  on  Americaniza- 
tion.    The  bill  follows: 

"  Section  1.  Every  person  between  sixteen  and  twenty-one 
years  of  age  who  does  not  possess  such  ability  to  speak,  read  or 
write  the  English  language,  as  is  required,  for  the  completion 
of  the  sixth  grade  of  the  public  schools  of  the  district  in  which 
such  person  resides  shall  attend  a  public,  private  or  a  parochial 
school,  or  a  part-time  day  school  as  provided  for  in  section  7767 
of  the  General  Code,  or  an  evening  school  as  provided  for  in 
section  7679  of  the  G-eneral  Code,  or  some  school  maintained  by 
an  employer,  as  hereinafter  provided  in  the  city  or  school  district 
in  which  such  person  resides,  for  not  less  than  four  hours  per 
week  throughout  the  entire  time  such  school  is  in  session,  or  until 
such  time  as  such  person  can  pass  a  satisfactory  sixth  grade  test 
m  English  and  such  test  in  civics  and  history  as  the  state  superin- 
tendent of  public  instruction  shall  prescribe,  such  tests  to  be  given 
under  the  direction  of  the  superintendent  of  public  schools  in  the 
school  district   in  which  such  person  resides;   provided  that  no 


Ohio  4033 

sucli  person  be  required  to  attend,  if  the  executive  health  officer 
of  the  city,  village  or  district,  where  such  person  resides,  or,  if 
there  be  no  health  officer,  a  licensed  physician  appointed  by  the 
board  of  education,  shall  deem  such  person  to  be  physically  or 
mentally  unfit  to  attend. 

"  Section  2,  Any  person  subject  to  the  provisions  of  this  act, 
who  wilfully  violates  any  of  the  provisions  of  this  act  shall  be 
punished  by  a  fine  of  not  exceeding  five  dollars. 

"  Section  3.  Every  person  having  in  his  control  any  person 
subject  to  the  provisions  of  this  act  shall  cause  such  person  to 
attend  a  school  as  hereby  required;  and  if  such  person  fails  for 
six  school  sessions  within  a  period  of  one  month  to  cause  such  per- 
son so  to  attend,  unless  the  executive  officer  of  the  board  of  health 
or  physician  appointed  by  the  board  of  education  shall  certify 
that  such  person's  physical,  mental  or  social  condition  is  such  as 
to  render  his  attendance  at  school  harmful  or  impracticable,  such 
person  shall  upon  complaint  by  a  truant  officer  be  punished  by  a 
fine  of  not  more  than  twenty  dollars. 

"  Section  4.  Whoever  induces  or  attempts  to  induce  such  person 
to  absent  himself  unlawfully  from  school  or  employs  such  person 
except  as  is  provided  by  law,  or  harbors  such  person  who,  while 
school  is  in  session,  is  absent  unlawfully  therefrom,  shall  be 
punished  by  a  fine  of  not  more  than  fifty  dollars. 

"Section  5.  The  public  school  authorities  of  city  exempted 
village  and  rural  school  districts  shall  provide  for  the  conduct 
of  such  courses  as  are  required  by  this  act  and  shall  furnish  such 
rooms,  equipment  and  teaching  force  as  may  be  necessary  to  give 
full  effect  to  the  intent  thereof. 

"  Section  6.  The  employer  of  any  person  subject  to  the  pro- 
visions of  this  act  shall  procure  from  such  person  and  display  in 
the  place  where  such  person  is  employed  the  weekly  record  of 
regular  attendance  at  a  school  prescribed  herein,  and  it  shall  be 
unlawful  for  any  person  to  employ  any  person  subject  to  the  pro- 
visions of  this  act  until  and  unless  he  procures  and  displays  such 
weekly  record  as  herein  provided.  It  shall  be  the  duty  of  the 
teacher  or  principal  of  the  school  which  such  person  attends  to 
provide  each  week  such  person  with  a  true  record  of  attendance. 

"  Section  7.  Any  employer  may  meet  the  requirement  of  this 

act  by  conducting  a  class  or  classes  for  teaching  English  and 

civics  to  foreign-born  in  shop,  store,  plant  or  factory  under  the 

supervision  of  the  local  school  authorities,  and  any  person  subject 

126 


4034  Citizenship  Training  in  Othee  States 

to  the  provisions  of  this  act  may  satisfy  tlie  requirements  by 
attendance  upon  sucli  classes. 

"  Section  8.  Mayors,  justices  of  tlie  peace,  police  judges  and 
municipal  court  judges  shall  have  final  jurisdiction  to  try  the 
offense  prescribed  in  this  act." 

Ohio  Foreign-Born  Must  be  Brought  Into  Touch  With 
Ame-ricans  and  American  Ideals 

Americanization. —  This  term  has  come  into  common  use  dur- 
ing the  war,  although  it  is  rather  difficult  to  define  it  in  any 
exact  way.  Mr.  Lane,  Secretary  of  the  Interior,  gives  two  defi- 
nitions of  the  term :  "Americanization  is  the  making  of  an  Amer- 
ican out  of  one  who  was  not  bom  here  by  making  him  come  to 
see  that  the  institutions,  policies  and  aspirations  of  America  are 
those  that  suit  him  best,"  and  again,  "Americanization  is  the 
realization  by  one  who  is  here,  whether  of  foreign  or  native  birth, 
that  this  is  the  land  best  worth  living  in  and  being  a  part  of." 

To  teach  the  immigrant  to  speak  English,  to  teach  him  to  read 
and  write,  and  to  teach  him  the  principles  of  our  government  are 
not  sufficient.  We  have,  by  giving  such  instruction,  merely 
"  opened  the  door "  and  established  a  means  of  communication. 
We  must  bring  him  into  touch  in  a  vital  way  with  our  very  lives. 
Instead  of  holding  the  immigrants  in  racial  groups  and  thus  pre- 
venting assimilation  they  must  be  brought  into  close  touch  with 
American  institutions  and  with  Americans. 

To  guard  against  future  troul)le  we  must  win  the  loyal  sympathy 
with  the  United  States  not  only  of  our  immigrants  but  many  of 
the  second  generation.  This  last  would  not  have  been  necessary 
if  we  had  been  alive  to  the  situation  in  previous  years. 

The  Ohio  Branch,  Council  of  N'ational  Defense,  has  been 
actively  engaged  in  Americanization  work  for  the  past  year. 
Through  its  special  committee  it  has  sought  to  arouse  interest 
and  stimulate  Americanization  activities  in  places  where  need  is 
greatest.  In  carrying  out  this  work  it  has  prepared  and  given 
wide  distribution  to  a  series  of  six  leaflets. 

Bulletins    Tell    Story    of    Americanization    and   How   to 
Make  Immigrants  Feel  at  Home 

The  subjects  presented  in  these  bulletins  are: 
I.   "  What  is  Americanization  ?  " 
II.   "A  Practical  Americanization  Program  for  Ohio  Cities." 
III.  "Americanization  in  Industries." 


Ohio  4035 

IV.  "Americaniz3iIon  Throiigli  the  Public  Library." 
V.  "  English  Speech  for  Foreign  Tongues ;   a  Few  Hints  for 
Teachers." 
VL  "  Teaching  English  to  Immigrants :     Some  Suggestions  on 
Methods  and  Materials." 
For  text  of  Bulletin  I,  see  page  3990. 

State  Committee  Would  Carey  Forward  Work  of  Ameri- 
canization AND  Patriotic  Education 

The  Special  Committee  on  Americanization,  believing  that  it 
is  of  the  highest  importance  to  stimulate  such  work  throughout 
the  state,  have  prepared  a  bill  which  was  presented  to  your  Special 
Committee  on  German  Propaganda,  and  it  has  since  been  intro- 
duced by  Mr.  Myers,  a  member  of  your  committee,  as  H.  B. 
Ko.  469. 

The  bill  follows: 

"  Section  1.  There  is  hereby  established  an  Americanization 
committee  for  the  purpose  of  carrying  on  the  Americanization  and 
patriotic  education  work  begun  by  the  council  of  national  defense, 
and  of  co-operating  with  the  agencies  of  the  federal  government 
in  furthering  the  study  and  application  of  Americanization  and 
patriotic  education  work  in  this  state. 

"  Section  2.  The  Americanization  committee  shall  consist  of 
five  members,  one  of  whom  shall  be  the  state  superintendent  of 
public  instruction,  and  the  other  four  of  whom  shall  be  appointed 
by  the  governor.  Such  committee  shall  terminate  its  existence 
at  the  close  of  the  next  regular  session  of  the  general  assembly 
unless  continued  by  that  body.  The  members  shall  receive  no 
compensation  but  shall  be  allowed  their  necessary  traveling  and 
other  expenses  while  engaged  in  the  work  of  the  committee. 

"  Section  3.  It  shall  be  the  duty  of  the  Americanization  com- 
mittee to  promote  such  programs  for  Americanization  and 
patriotic  education  work  as  it  may  formulate;  to  co-operate  with 
the  federal  agencies  in  the  promotion  of  Americanization  and 
patriotic  education;  to  aid  in  the  correlation  of  aims  and  work 
carried  on  by  local  bodies  and  private  individuals  and  organiza- 
tions; and  to  study  the  plans  and  methods  which  are  proposed 
or  are  in  use  in  this  work.  It  shall  be  the  duty  of  the  committee 
to  employ  such  methods,  subject  to  existing  laws  as,  in  its  judg- 
ment, will  tend  to  bring  into  sympathetic  and  and  mutually  help- 


4036  Citizenship  Training  in  Othee  States 

fill  relations  the  state  and  its  residents  of  foreign  origin,  to 
protect  immigrants  from  exploitation  and  abuse,  to  stimulate 
their  acquisition  and  mastery  of  the  English  language,  to  develop 
their  understanding  of  x^merican  government,  institutions,  and 
ideals,  and,  in  general,  to  promote  their  assimilation  and  natural- 
ization. For  the  above  purposes,  the  committee  shall  have  author- 
ity to  co-operate  with  other  offices,  boards,  bureaus,  commissions, 
and  departments  of  the  state,  and  with  all  public  agencies,  federal, 
state  and  municipal. 

''  Section  4.  The  committee  shall  choose  its  own  chairman, 
shall  employ  a  director  and  such  assistants  as  may  be  necessary, 
shall  define  their  duties  and  fix  their  compensation.  The 
expenses  of  an  emj^loyee,  when  traveling  in  the  interest  of  the 
committee,  shall  be  paid  from  the  funds  hereinafter  appropriated. 
The  compensation  of  director  and  other  assistants  and  traveling 
and  other  exj)enses  shall  be  paid  out  on  the  warrant  of  the  auditor 
of  state  on  vouchers  signed  by  the  director  approved  by  the  chair- 
man of  the  committee. 

"  Section  5.  There  is  hereby  appropriated  out  of  any  moneys 
in  the  state  treasurv  to  the  credit  of  the  Ereneral  revenue  fund  and 
not  othei-u-ise  appropriated,  the  sum  of  '$25,'000  for  the  purpose 
of  cari-ying  out  the  provisions  of  this  act," 

CoNTKOL      OF     ImmIGEANT     BanKS      AND     AgENCIES     UkGED     TO 

Prevent  Exploitation  of  Ignorant 
Among  the  many  obstacles  retarding  assimilation  of  our  immi- 
grants are  certain  types  of  organizations  which  derive  their  profit 
largely  by  reason  of  the  immigrants  being  unable  to  speak  Eng- 
lish and  being  in  ignorance  of  American  institutions.  Among 
such  organizations  are  so-called  immigrant  banks  and  steamship 
agencies  organized  by  leaders  of  groups  of  foreigners.  These 
banks  and  agencies  render  certain  personal  services  for  the  immi- 
grant but  the  tendency  in  the  great  majority  of  cases  is  to  prevent 
Americanization  in  order  to  retain  a  hold  on  the  immigrants. 
A  greater  degree  of  control  over  such  establishments  on  the  part 
of  the  state  should  be  provided  at  once. 
Respectfully  submitted, 

Frede  C.  Croxton^ 
Vice    Chairman,    Ohio   Branch,    Council   of 
National  Defense. 
Juliette  Sessions, 
Associate     Director     of     Americanization. 


Ohio  4037 

6.  Americanization  in  Industries 
Americanization  Bulletin  No.  3 
Ohio  Beanch,  Council  of  National  Defense,  Columbus 
"  There  can  be  no  doubt  of  the  value  that  will  accrue  to  our 
industries  and  to  our  nation  through  the  Americanization  of 
foreigu-bom  workmen.  Our  failui'e  to  teach  employees  to  speak 
the  English  language  leaves  a  door  open  to  many  evils.  This  is 
particularly  true  now,  when  many  sorts  of  destructive  propaganda 
are  being  circulated  and  when  foreign  enemies  are  trying  to 
undermine  our  system  of  government.  It  has  been  proved 
repeatedly  that  the  Americanization  of  workmen  has  a  stabilizing 
effect.  It  shows  quick  results  in  the  reduction  of  labor  turnover 
and  tends  to  create  a  spirit  of  co-operation  among  the  workmen 
which  is  impossible  when  they  do  not  speak  the  same  language."  — ■ 
Charles  M.  Schwab,  Director-General  of  the  Emergency  Fleet 
Corporation  of  the  United  States  Shipping  Board. 

Americanization  in  Industry 

The  case  of  the  Americanization  of  the  foreign-born  workmen 
needs  very  little  demonstration  to  the  modern,  far-sighted 
employer.  It  is  almost  universally  recognized  as  one  of  the  great 
industrial  problems  emphasized  by  war  conditions.  As  Secretary 
of  the  Interior  Lane  said  recently  to  a  group  of  business  men, 
"  But  all  the  patriotic  utterances  will  be  wasted  effort,  unless  at 
the  same  time  the  spirit  of  fair  play  is  observed  in  our  dealings 
with  the  alien  employees.  All  this  (Americanization)  is  no 
longer  theoretical,  nor  is  it  to  be  classed  as  philanthropy,  charity, 
welfare  work,  or  some  effort  at  paternalism  on  the  part  of  a 
kind-hearted  employer.     It  is  a  straight  business  proposition." 

This  bulletin  is  intended  to  indicate  how  industries  may  help 
in  the  Americanization  of  their  foreign-born  workmen.  There 
are  many  ways  in  which  industries  may  assist  in  this  work,  among 
which  the  more  important  are: 

1.  Assistance  may  be  given  to  the  efforts  of  the  public  schools. 
K'on-English-speaking  workmen  may  be  urged  to  attend  night 
school.  Aliens  may  be  encouraged  to  take  out  citizenship  papers. 
Time  may  be  allowed  for  the  filing  of  papers. 

2.  Arrangements  may  be  made  with  the  public  schools  to  con- 
duct classes  in  the  plant  during  the  day.     Rooms  and  equipment 


4038  Citizenship  Training  in  Othee  States 

may  be  provided  by  tbe  plant,  teacbers  by  tbe  Board  of  Educa- 
tion. Men  may  be  allowed  to  attend  classes  eitber  on  tbeir 
own  time  or  on  tbe  company's  time.  Tbis  plan  of  factory  classes 
bas  been  carried  out  witb  gi'eat  success  in  Cleveland. 

3.  In  case  tbe  Board  of  Education  cannot  attempt  tbe  work 
of  immigrant  education,  it  may  be  necessary  to  undertake  educa- 
tional work  witbin  tbe  industry  itself.  A  plan  for  sucb  work 
is  bercin  presented  by  Mr.  H.  T.  Waller.  Mr.  Waller  outlines 
a  plan  wbicb  bas  been  put  into  operation  witb  unquestioned  suc- 
cess in  tbe  B.  F.  Goodricb  plant  at  Akron,  Obio,  jSTo  one  wbo 
has  seen  tbe  work  tbere  can  fail  to  appreciate  not  only  its  economic 
advantage  to  tbe  company,  but  tbe  substantial  public  service 
rendered. 

Raymond  Moley, 

Director  of  Americanization. 

Early  in  1918  Franklin  D.  Lane,  Secretary  of  tbe  Interior, 
called  a  conference  on  tbe  problem  of  Americanization.  It  was 
attended  by  leaders  of  industry  representing  all  sections  and  con- 
ditions of  industry  in  tbis  country.  Practically  a  unanimous 
feeling  existed  in  tbis  conference  as  to  tbe  need  of  Americaniza- 
tion, botb  as  a  national  and  as  an  economic  necessity, 

Tbere  are  very  few  employers  of  labor  wbo  today  fail  to 
recognize  tbe  fundamental  necessity  of  solving  in  some  way  tbe 
problem  of  tbe  foreign-speaking  employee,  Tbe  great,  simple 
but  all-powerful  monosyllable  "  How "  confronts  every  effort  to 
meet  tbis  problem.  Argument  is  not  needed  to  prove  tbis  work 
is  essential,  but  for  tbe  most  part  tbe  field  is  an  untried  one  and 
tbus  far  bas  been  toucbed  only  in  a  very  small  way.  A  few  com- 
panies maintain  special  departments  for  tbis  purpose.  Several 
have  made  sporadic  efforts,  and  bave  failed. 

Tbis  paper  presents  an  answer  to  tbe  "How."  It  is  a  plan 
tbat  bas  been  worked.  It  bas  been  put  into  practice,  and  bas 
given  positive  results.  Its  execution  calls  for  a  reasonable 
amount  of  tbougbtfulness,  common  sense,  interest,  and  a  com- 
paratively small  amount  of  money. 

First.  Secure  if  possible,  from  among  your  present  employed 
force,  some  man  witb  vision  as  to  tbe  possibilities  of  tbe  rank 
and  file  of  men.  He  should  be  a  man  of  tact,  practical  education, 
big  sympathies,  and  mightily  interested  in  doing  a  piece  of  serv- 
ice tbat  will  be  of  great  construction  value  to  the  nation,  state, 


Ohio  4039 

community,  and  the  industry  that  lie  represents.  He  must  be 
known  as  the  responsible  head  of  the  work  of  Americanization  in 
your  plant.  He  must  be  the  recognized  point  of  contact  between 
community,  industry,  and  the  foreign-speaking  groups.  The 
position  is  one  that  calls  for  work  within  hours  and  out  of  hours, 
that  calls  for  time  to  be  given  to  foreign-speaking  societies  and 
to  social  events  in  church  and  society.  This  man  must  neces- 
sarily be  broad  in  sympathies  and  not  antagonistic  to  any  creed 
or  race.  The  requirements  may  seem  hard  to  find  but  eveiy  plant 
has  men  with  these  latent  qualities. 

Second,  The  official  head  of  your  company  should  hold  or 
cause  to  be  held  a  conference  of  all  foremen  and  subforemen 
who  have  under  their  jurisdiction  considerable  numbers  of 
foreigners.  This  conference  should  be  addressed  by  someone 
who  can  give  a  brief,  convincing  statement  relative  to  the  funda- 
mentals underlying  immigi-ation,  and  the  national  and  industrial 
problems  which  are  the  result  of  it  together  with  the  present 
peculiar  significance  of  this  work  as  it  relates  to  the  "winning 
of  the  war."  The  director  of  the  Bureau  of  Education  should 
suggest  at  this  time  the  plan  of  procedure  which  puts  the  educa- 
tional director  on  the  basis  of  an  assistant  to  the  foreman, 
responsible  to  him  for  the  school  work  in  his  department. 

This  conference  should  also  present  clearly  to  the  group  those 
fundamental  things  which  are  to  be  taught.  The  factory  is 
not  a  school,  its  job  is  not  education,  its  job  is  production,  and 
education  can  have  no  place  in  the  factory  except  as  it  is  an 
influence  in  steadying  or  increasing  production.  Therefore,  the 
four  fundamentals  brought  out  in  the  educational  program  must 
be  along  lines  which  will  aid  in  increasing  production : 

1.  Teach  a  working  knowledge  of  English.  This  can  be  done 
with  thirty  lessons.  The  economic  value  of  the  employee  able 
to  understand  written  notices  and  instructions  of  a  foreman  is 
greatly  increased.  Accidents  will  be  reduced  to  a  minimum  as 
men  come  to  understand  clearly  what  to  do  and  when  to  do  it.  It 
is  as  important  for  a  man  to  understand  instructions  as  it  is  to 
know  how  to  run  a  machine,  in  fact,  the  latter  is  entirely  depend- 
ent upon  the  former. 

2.  Teach  something  of  the  history  and  the  character  of  our 
great  men  —  the  contributions  that  they  have  made  to  this 
country,  and  the  fact  that  every  foreigner  must  add  to  that  which 
he  has  received  from  the  past. 


4040  Citizejs^ship  Traiis^iis^g  in  Other  States 

3.  Teach  the  rights  and  duties  of  citizenship.  Irrespective 
of  whether  the  man  becomes  a  citizen  of  this  country,  he  must 
recognize  that  he  has  certain  obligations  to  the  society  in  which 
he  lives  as  well  as  the  fact  that  he  is  entitled  to  certain  rights 
under  our  government.  The  correct  discussion  of  these  problems 
brings  out  very  definitely  the  man's  responsibility  to  the  com- 
munity and  to  the  industry  that  is  a  part  of  the  community. 
Again,  there  is  a  distinct  return  to  the  employer  because  of  this 
effort. 

4.  Give  full  opportunity  for  the  expression  of  fine  features 
in  the  national  life  of  the  various  groups.  All  of  the  foreign-bom 
have  wonderful  folk  dances.  The  Koumanians  in  particular  have 
a  dance  that  calls  for  physical  endurance;  the  Serbians  one  that 
is  full  of  rhytlim.  The  Himgarians  through  their  orchestras,  and 
the  Slovaks  through  their  gymnastics  can  enliven  the  classes.  All 
these  things  tend  to  create  an  understanding  between  foreign 
and  native  that  is  of  tremendous  value  in  strengthening  the  morale 
of  industry. 

As  a  direct  result  of  this  conference  every  foreman  should 
arrange  to  establish  a  school  of  Americanization  in  his  depart- 
ment. In  conference  with  the  director  of  education  he  picks 
men  or  women  whom  he  wishes  to  develop  in  leadership  in  his 
department  and  has  them  appointed  as  teachers  on  a  volunteer 
basis.  A  small  compensation  may  be  given  for  the  time  put  in, 
but  no  compensation  for  the  teaching  work  in  order  that  there 
may  be  from  the  very  start  a  spirit  of  helpfulness  and  sympathy 
shown  by  all  concerned.  One  week  is  given  in  which  to  organize 
the  school  in  the  department  and  to  give  the  teachers  that  pre- 
liminary training  essential  to  get  the  w^ork  under  way.  Bear  in 
mind  all  the  time  that  the  greatest  single  influence  for  successful 
work  is  simply  a  sincere  desire,  on  the  part  of  all  doing  work  in 
this  field,  to  render  friendly  helpfulness.  Do  not  under  any  cir- 
cumstances allow  the  work  to  be  killed  by  some  foreman  attempt- 
ing to  bulldoze  employees  into  attending  classes.  It  is  better  to 
establish  at  the  beginning  a  friendly  understanding  than  to  have 
the  work  fail  because  of  compulsion.  This  undertaking  takes 
patience. 

Third.  To  secure  the  attendance  of  the  foreign-born.  Be 
sure  in  the  first  place  that  you  have  someone  to  explain  just  what 
you  want  to  do.  Get  an  inter})reter  who  is  sympathetic  as  well 
as  intelligent.  Make  the  employee  understand  that  he  will  be 
able  to  get  along  much  better  in  the  factory  and  in  the  community 


Ohio  4041 

if  lie  is  able  to  understand  what  is  going  on  around  him.  Make 
him  understand  also  that  this  is  a  co-operative  plan.  The  com- 
pany wants  to  help  him  to  understand,  it  is  for  his  interest  also 
to  understand.  Again,  many  will  say  they  are  too  old.  ^lake 
it  clear  to  them  that  if  they  will  attend  the  school  regularly  for 
six  weeks  that  they  will  not  need  to  go  longer  if  they  don't  wish 
to,  that  in  the  six  weeks  of  tliirtv  lessons  thev  will  be  able  to  get 
a  working  knowledge  of  English  so  that  they  can  read  the  news- 
paper, instructions,  etc.  With  the  first  meeting  be  sure  that  the 
class  goes  with  "  pep,"  and  that  every  scholar  goes  away  with  a 
smile  on  his  face  and  a  feeling  that  he  has  found  a  new  friend. 
The  school  must  provide  exceptional  attractions  to  offset  the 
natural  weariness  that  comes  from  the  hard  work  of  the  day. 

Fourth.  Plan  regular  social  entertainments  for  the  scholars 
and  their  friends.  Let  the  scholars  have  a  large  part  in  making 
up  the  program  of  entertainment.  This  point  is  one  of  most 
vital  importance.  It  takes  little  effort, —  it  brings  tremendous 
results.  It  helps  to  develoj)  the  interest  of  the  foreign-born  in 
the  school,  and  it  brings  a  convincing  argument  to  the  American 
workmen  as  to  the  value  of  this  work  among  them,  and  in  many 
cases  shows  the  very  high  grade  of  fellow-workers  they  have  among 
the  foreign-speaking. 

Fifth.  Classes. —  The  time  for  classes  depends  entirely  upon 
the  shifts  of  the  plant.  The  time  of  the  classes  in  the  plant  in 
which  this  plan*  has  been  successfully  worked  were  at  1:45, 
immediately  before  the  3  o'clock  shift;  3:15  for  those  leaving 
work  at  3,  and  3  :45  for  those  leaving  work  at  3  :30,  and  classes 
in  the  evening  for  those  leaving  work  at  5  o'clock.  As  a  matter 
of  fact  the  best  time  for  classes  is  immediately  following  the  close 
of  the  day's  work.  A  half  hour  of  instruction  at  this  time  regu- 
larly is  of  more  value  than  two  hours  of  instruction  at  some  other 
time  irregularly. 

The  size  of  the  classes  depends  very  largely  upon  the  teacher. 
Some  teachers  cannot  handle  more  than  ten,  others  will  handle 
as  high  as  thirty.  Ten  is  about  the  average.  An  important  ele- 
ment in  the  size  of  the  class  is  the  grading.  The  best  plan  thus 
far  is  to  have  those  of  the  same  grade  to  meet  in  large  groups. 
Concert  teaching  gives  confidence  to  the  scholars  and  this  is  of 
great  value  in  making  rapid  progress. 

Sixth.  Teachers. —  The  teachers  have  previously  been  men- 
tioned.    The   success   or   value   of   a   work   in   Americanization 


4042  Citizenship  Training  in  Othee  States 

depends  upon  the  teacher.  The  only  test  that  I  know  of  a  good 
teacher  is  this:  that  the  scholars  continue  to  come.  As  long 
as  this  work  is  on  a  volunteer  basis  just  so  long  must  its  success 
depend  upon  the  ability  of  the  teacher  to  win  the  confidence  and 
friendliness  of  the  scholar.  It  is  a  question  of  ability  to  secure 
point  of  contact;  it  is  a  question  of  enthusiasm  and  real  desire 
to  be  of  service  rather  than  a  question  of  specific  training.  Any- 
one with  a  real  desire  to  be  of  service  and  with  a  little  coaching 
can  become  a  successful  teacher  of  English  to  new  Americans  in 
industry. 

From  the  industrial  angle  there  is  another  point  that  should 
not  be  lost  sight  of.  There  have  been  many  cases  where  young 
men  who  have  started  in  teaching  English  to  foreign-speaking 
have  not  been  interested  at  all  in  the  foreigner, —  he  has  been  a 
simple  "  dago  "  to  him.  After  a  few  weeks'  work  on  the  job  this 
man  has  become  an  admirer  of  the  Italian  and  the  word  "  dago  " 
has  gone  from  his  vocabulary  forever.  This  change  in  point  of 
view  is  of  large  economic  value  to  any  department  that  is  able 
thus  to  create  a  thorough  understanding  between  the  bosses  and 
prospective  bosses  and  the  foreigners.  This  working  together  on 
a  common  problem  by  the  foreigner  and  American  is  one  of  the 
most  potent  influences  for  better  citizenship.  There  comes  a 
mutual  understanding  and  appreciation  of  the  ability  of  each 
which  can  only  react  to  the  advantage  of  the  industry  and  the 
community  in  which  they  live. 

Do  it !  Proscrastination  has  cost  this  country  millions  upon 
millions  of  dollars,  and  much  loss  of  life.  Today  is  the  day  to 
start.  Now  is  the  time  to  link  up  with  one  or  two  of  your 
associates  and  have  a  conference  on  this  matter.  Now  is  the  time 
to  utilize  the  United  States  Bureau  of  Education,  International 
Committee  of  the  Y.  M.  C.  A.,  the  local  Y.  M.  C.  A.,  the  State 
Council  of  Defense,  the  National  Association  of  Corporation 
Schools,  any  or  all  of  which  will  be  glad  to  help.  Much  of  the 
future  depends  upon  today's  action.  It  means  much  for  the 
employer,  for  the  employee  and  for  the  community  which  they 
serve. 

H.   T.  Waller, 

Director,  Bureau  of  Education,  The  B.  F. 
Goodrich   Co.,  AJcron,   Ohio. 


Ohio  4043 

Letter  from  A.  J.  Beatty,  Director  of  Training,  the  American 
Rolling  Mill  Company,  Middleto\^Ti,  Ohio,  November  12, 
1919: 

"We  are  very  glad  to  write  you  about  the  good  citizen- 
ship work  which  has  been  carried  on  for  several  years  by  the 
American  Rolling  Mill  Company. 

"  In  regard  to  our  attitude  on  compulsory  education  of 
adult  foreigners,  we  have  veiy  definite  opinions  against 
compulsory  attendance  at  school.  This  is  especially  true 
with  reference  to  adult  foreigners  already  here.  Personally, 
I  believe  that  no  foreigners  should  be  permitted  to  enter 
our  country  in  the  future  except  upon  the  distinct  under- 
standing that  they  must  learn  English  inside  of  a  certain 
limited  period  or  be  deported.  Please  understand  in  this 
statement  I  am  not  expressing  a  company  policy. 

"  Our  work  with  the  foreign-born  extends  over  a  period 
of  nearly  twenty  years  and  is  based  upon  the  feeling  that 
no  satisfactory  Americanization  can  be  accomplished  with- 
out taking  into  consideration  social  conditions,  housing  con- 
ditions, and  working  conditions.  We  believe  that  a  very- 
large  part  of  the  un-Americanism  manifested  in  some 
industrial  centers  is  due  to  the  failure  of  industrial  con- 
cerns to  appreciate  this  fact,  which  to  us  is  fundamental. 

"The  results  of  our  work  justify  our  belief.  There  has 
never  been  a  strike  in  our  company;  all  of  our  people,  both 
native  and  foreign-born  are  contented  and  a  large  percentage 
of  them  are  thrifty.  Over  one  hundred  of  our  foreign-born 
employees  are  home  owners  (10  per  cent.). 

"We  have  approximately  1,000  foreign-born  people  in  our 
plant.  Last  year  approximately  25  per  cent,  of  these  were 
enrolled  in  our  English  and  citizenship  classes.  The  men 
attended  English  classes  on  company  time  and  all  expense 
for  books  and  teachers  was  borne  by  the  company.  We 
employ  a  full-time  supervisor  of  English  classes  who  spends 
a  i^art  of  her  time  in  teaching  classes  for  foreign-bom  women. 

"We  feel  that  this  work  is  a  very  good  investment  for 
it  tends  to  produce  a  contented  laboring  force. 

"  If  we  can  be  of  any  further  service  to  you  do  not  hesitate 
to  call  upon  us.  "Yours  very  truly, 

"A.  J.  Beatty, 

**  Director  of  Training,  The  American 

Rolling  Mill  Co." 


404:4  CiTiZENSHir  Teahsting  in  Other  States 

7.  Americanization  Through  the  Public  Library 

Americanization  Bulletin  No.  4 

Ohio  Branch,  Council  of  National  Defense,  Columbus 

BY  Eleanoe  E.  Ledbettee. 

Librarian,  Broadway  Branch,  Cleveland  Public  Library,  Author  of  "  Winning 
Friends  and  Citizens  for  America  '  "  The  Slovaks  of  Cleveland." 

Every  immigrant  who  comes  to  America  comes  here  to  improve 
his  coudition.  His  greatest  initial  need  is  the  need  for  a  friend, 
a  friend  who  can  advise  him,  who  can  inform  him  and  who  can 
assist  him  to  this  improvement.  He  chooses  his  first  home  solely 
with  reference  to  this  need,  in  the  place  where  he  expects  to  find 
friends, —  that  is,  among  the  people  of  his  own  race  and  language, 
and  it  is  they  who  assist  him  to  find  his  first  employment. 

Then,  the  immediate  needs  of  housing  and  bread  and  butter 
being  provided  for,  the  newcomer  begins  to  look  around  for  the 
freedom  and  opportunity  which  he  expected  to  find  in  America. 

Here  comes  in  the  great  opportunity  of  the  public  library. 
For  the  public  library  is  absolutely  the  only  institution  which 
is  open  with  equal  freedom  to  every  individual,  regardless  of 
age,  sex,  race,  or  creed.  As  a  public  institution,  supported  by  the 
people  themselves,  it  is  free  from  suspicion  of  ulterior  motives 
or  charitable  designs. 

It  provides  a  most  valuable  lesson  in  civics,  since  it  represents 
an  almost  ideal  practical  application  of  democratic  principles. 
It  is  established  and  maintained  by  the  people,  for  the  people. 
The  attitude  of  the  bad  boy  who  says  defiantly,  "Huh!  You 
can't  put  me  out  o'  here.  My  father  pays  for  this  library,''  is 
not  all  bad  by  any  means.  He  is  only  asserting  his  privileges  as 
a  citizen;  and  the  librarian's  duty  is  to  convince  him  of  the 
responsibilities  attendant  upon  citizenship,  as  involved  in  the  care 
of  public  property,  and  regard  for  the  equal  rights  of  others. 
Charges  for  overdue  books,  for  damages  or  lost  volumes  should 
always  be  placed  on  the  ground,  not  of  a  payment  to  the  library, 
but  of  a  penalty  for  overstepping  the  rights  of  others,  and  the 
habitual  delinquent  should  be  made  to  feel  his  own  deficiency  as 
a  member  of  democracy. 

Such  a  situation,  however,  seldom  arises  in  regard  to  an  immi- 
grant of  the  first  generation.  He  is  keenly  appreciative  of  every 
American  privilege,  and  almost  painfully  anxious  to  do  his  part. 
It  hurts  some  times  to  take  the  money  he  counts  out  bit  by  bit 
from  his  worn  old  pocketbook,  to  pay  for  the  book  "  the  baby  tore  " 


Ohio  4045 

or  "  the  dog  chewed  " ;  hut  it  is  right  that  he  should  learn  his  own 
ohligations  in  the  care  of  public  property,  and  he  never  quarrels 
about  the  lesson. 

Such  an  institution  as  the  public  library  is  unknown  in  most 
of  Europe  and  entirely  unheard  of  in  the  countries  from  which 
most  of  our  immigrants  come,  so  it  is  entirely  bevond  reason  to 
expect  the  newcomer  to  find  out  its  privileges  unless  someone  go^'s, 
to  tell  him.  To  make  a  practical  application  of  Scripture,  "  How 
shall  they  call  on  that  in  which  they  have  not  believed  ?  and  how 
shall  they  believe  in  that  of  which  they  have  not  heard  ?  and  how 
shall  they  hear  without  a  preacher?" 

This  fundamental  principle,  as  true  now  as  when  St.  Paul 
enunciated  it,  has  often  been  entirely  overlooked  by  persons  who 
blamed  the  immigi-ant  for  not  taking  advantage  of  opportunities 
of  w'hich  he  had  never  heard. 

Librarians  have  been  thoughtful  of  the  immigrant  to  a  greater 
degree  than  any  other  educational  agency  or  than  most  other  social 
agencies,  yet  it  is  doubtful  whether  even  the  most  efficient  among 
us  have  fully  realized  the  importance  of  this  "  preaching."  We 
have  provided  what  we  thought  were  suitable  books,  have  made 
a  few  more  or  less  perfunctory  announcements,  and  then  have 
folded  our  hands  self-righteously  and  said,  "  The  foreigner  is 
not  interested  in  the  library." 

There  are  two  possibilities  behind  his  apparent  lack  of  interest. 
First,  that  the  preaching  has  not  been  adequate;  second,  that  the 
library  has  not  been  so  organized  as  to  offer  to  the  immigrant 
anything  that  he  wanted. 

Let  us  examine  these  possibilities  in  detail. 

^Vliat  is  adequate  preaching?  ISTothing  less  than  making  sure 
that  every  immigi-ant, —  man,  woman  and  child, —  knows  that  thg 
public  library  is  a  collection  of  books  and  magazines  for  his 
individual  use;  that  he  may  freely  read  in  the  library  at  any 
time ;  and  that  he  can  easily  arrange  to  take  books  home ;  and  that 
the  library  staff  are  anxious  to  make  his  acquaintance  and  stand 
ready  to  help  him  to  anything  at  their  command. 

There  are  three  obvious  publicity  methods  which  are  naturally 
the  first  to  be  used.  The  most  universal  is  through  the  school  child. 
It  is  to  be  supposed  that  there  is  no  child  in  the  Ohio  schools 
but  what  has  learned  to  feel  that  the  public  library  is  an  indis- 
pensable accompaniment  of  the  public  school.  Drawing  books 
first  for  his  own  use,  at  the  suggestion  of  his  teacher  or  the  invita- 


4046  Citizenship  Training  in  Othee  States 

tion  of  his  librarian,  he  soon  takes  "  one  book  for  myself,  and  one 
for  my  father."  The  next  step  is  bringing  father  to  the  library, 
so  that  he  can  make  his  own  selection  to  his  greater  satisfaction. 
It  is  a  poor  librarian  who  cannot  at  this  stage  convince  "  father  " 
that  it  will  be  more  satisfactory  for  him  to  have  a  card  of  his 
own,  and  after  he  has  taken  it  out  she  will  skillfully  introduce 
to  his  attention  a  few  books  that  "  mother  might  be  interested  in." 
The  second  general  means  of  publicity  is  through  the  foreign 
language  press.  A  first  impression  may  be  that  this  opportunity 
is  limited  to  cities  where  these  newspapers  are  published.  Such 
is  not  the  case.  A  very  large  proportion  of  our  immigrants 
belong  to  nationalistic  societies,  and  each  society  publishes  an 
organ  which  goes  throughout  the  United  States  into  every  house- 
hold having  a  member  in  that  organization.  The  editors  of  these 
papers  are  always  interested  in  promoting  the  welfare  of  their 
race,  and  will  usually  print  library  notices  freely.  I  would  like, 
however,  to  see  as  standing  notices  a  column  of  library  cards 
which  might  in  a  given  paper  read  like  this : 

"  SLOVAKS  of  ASHTABULA,  the  Public  Library  has 
books  for  you. 

"  SLOVAKS  of  CLEVELAND,  use  the  Public  Library 
branch  nearest  your  home. 

"  SLOVAKS  of  YOUNGSTOWN,  there  are  books  for 
you  in  the  Eeuben  MacMillan  free  Library." 

!N'ot  until  we  have  thoroughly  covered  all  these  papers  can  we 
feel  that  we  have  made  a  real  test  of  the  efficiency  of  the  foreign 
language  press  as  a  minister  of  the  public  library.  The  third 
obvious  means  of  publicity  is  through  the  clergy  of  the  foreign 
churches.  It  is  the  fashion  among  some  persons  to  decry  the 
influence  of  the  clergy,  and  to  name  the  saloon-keeper  as  the 
influential  man  of  the  immigrant  community.  This  accusation 
is  largely  true  in  the  realm  of  politics,  and  there  only,  since  the 
clergy  have  elected  to  remain  entirely  out  of  that  field.  But  it  is 
obvious  to  the  thoughtful  observer  that  in  most  of  our  Ohio  immi- 
grant groups  whose  coming  to  this  country  does  not  date  back 
more  than  twenty  years,  the  clergy  are  the  natural  leaders,  by 
virtue  of  superior  education  and  inherited  authority.  The 
quality  of  the  leadership  varies  with  the  quality  of  the  man  within 
the  priest.  In  a  large  acquaintance,  including  racially 
Bohemians,     Croatians,     German,     Polish,     Slovak,     Slovenian, 


Ohio  4047 

Eomnanian  and  Ruthenian,  and  divided  religiously  into  Evan- 
gelical, Lutheran,  Roman  Catholic,  Greek  Catholic  and  Greek 
Orthodox,  I  have  seldom  seen  anything  except  a  sincere  desire 
for  the  welfare  of  their  people.  Without  exception  all  the  clergy 
I  have  met  have  been  willing  to  commend  the  library  to  their 
parishioners,  choosing  the  time  and  place  likely  to  secure  the 
largest  results. 

Another  formal  agency  whose  possibilities  we  have  scarcely 
touched,  is  the  nationalistic  organization.  These  organizations, 
based  upon  common  ties  of  language  and  inheritance,  exist  among 
most  of  our  immigrant  races.  They  combine  sentiment,  prac- 
ticality and  idealism;  sentiment,  in  the  perpetuation  of  old  ties 
and  ancestral  inheritances;  practical  fraternalism  in  insurance 
features,  providing  sickness,  accident  and  death  benefits ;  idealism, 
in  aiming  at  "  everything  which  shall  promote  the  welfare  of  the 
race,"  to  quote  from  one  of  them.  These  societies  have  national 
corps  of  officers,  issue  periodical  publications,  which  have  already 
been  referred  to,  and  are  made  of  local  branches,  or  "lodges," 
scattered  from  Alaska  to  Florida.  A  presentation  of  the  library's 
aims,  purposes  and  methods  to  each  of  these  local  lodges  would 
undoubtedly  be  one  of  the  best  measures  ever  undertaken  to 
interest  immigrants  in  the  library.  But  the  librarian  who  goes 
to  make  the  address  must  not  chafe  at  being  detained  in  the 
vestibule  during  the  mystic  rites  sacred  to  members  only.* 

A  fourth  means  of  publicity  is  of  course  through  the  place  of 
employment,  where  display  cards  can  be  posted  by  the  time  clock, 
or  in  the  various  departments,  and  notices  may  be  distributed 
by  the  time-keeper  or  in  pay  envelopes.  It  is  my  experience, 
however,  that  the  distribution  of  printed  matter,  whether  in  Eng- 
lish or  in  the  native  tongue,  does  not  bring  results  in  any  way 
comparable  to  those  coming  from  the  verbal  invitation.  The  per- 
sonal touch,  whose  value  we  all  realize  in  our  own  affairs,  nowhere 
counts  for  more  than  with  the  stranger  in  a  strange  land,  and  the 
immigrant  feels  much  more  ease  in  coming  to  the  library  if  he 
expects  to  see  there  a  familiar  face,  that  he  knows  will  look  at 
him  with  kindness.  ISTo  one  enjoys  a  rebuff,  but  the  immigrant 
meets  many,  and  the  first  step  in  our  personal  dealings  is  to  make 
him  feel,  that  in  the  library  he  will  meet  only  with  consideration 
and  courtesy. 

*  Information  about  nationalistic  societies  and  addresses  of  local  lodges  can 
be  secured  by  addressing  Mrs.  Ledbetter,  care  Cleveland  Public  Library,  and 
enclosing  stamp  for  reply  —  Editor. 


4048  Citizenship  Training  in  Other  States 

So  mucli  for  how  to  reach,  the  immigrant.  But  reaching  him 
is  useless  unless  we  have  something  to  interest  him  when  he 
comes.  The  simple  thing,  the  thing  which  makes  the  library 
seem  like  home  to  him,  is  obviously  to  offer  him  books  in  his  own 
language.  Since  the  war  has  caused  a  suspension  of  opportunity 
along  that  line,  it  is  necessary  to  try  to  bridge  the  gulf  by  some 
other  means, —  the  enormous  gulf  which  separates  him  from  the 
bulk  of  the  library's  contents.  I  believe  that  a  larger  number 
of  subscriptions  to  American  newspapers  in  the  immigrant  lan- 
guages would  be  useful  at  the  present  time,  since  they  are  the 
only  material  available  to  give  the  needed  touch  of  familiarity. 

Then  comes  the  "  Books  for  Beginners  in  English,"  which 
should  be  made  as  attractive  and  as  easy  looking  as  possible. 
While  these  may  include  text-books  on  "  English  for  Foreigners," 
they  must  depend  for  their  attractiveness  on  "  easy  reading  "  Eng- 
lish books,  usually  chosen  from  the  children's  collection.  It  is 
the  testimony  of  all  evening  school  teachers  that  men  of  limited 
education,  trying  to  learn  a  language,  are  very  easily  discouraged 
if  too  many  new  words  are  thrust  on  them  at  once.  So  the  suit- 
able books  are  the  books  of  limited  vocabulary  which  yet  are 
interesting  in  content  and  not  too  childish  in  presentation. 

Among  the  topics  generally  successful,  and  very  desirably  so, 
are  United  States  history  and  biography.  The  immigrant  had 
heard  of  Washington  and  Lincoln  before  he  came  here,  and  he 
is  eager  for  more  acquaintance  with  them.  Other  simple  his- 
torical narratives,  like  "  Fifty  Famous  Stories,"  are  usually 
acceptable,  also  geographical  readers  and  stories  of  invention  and 
of  science. 

Every  librarian  having  an  immigrant  group  in  her  district 
should  make  up  for  herself  such  a  collection,  and  then  be  on  the 
watch  continually  for  indications  as  to  the  success  or  non-success 
of  each  title.  This  collection  must  be  kept  in  the  place  where  it 
can  be  most  easily  used,  and  the  librarian  must  personally  assist 
the  early  choice  of  the  new  borrower. 

For  the  immigrant's  entire  attitude  toward  the  library 
depends  upon  his  first  visit.  If  he  is  received  hospitably,  made 
to  fool  at  home,  and  gets  the  book  that  is  really  useful  to  him, 
then  the  library  has  done  a  significant  piece  of  Americanization 
work,  which  spreads  and  extends  like  the  ripples  from  the  drop- 
ping of  a  single  pebble  in  the  sea.  But  if,  on  the  other  hand, 
his  natural  timidity  and  fear  of  doing  the  wrong  thing  is  intensi- 
fied by  an  indifferent  or  critical  reception^  and  he  is  left  to  make 


Ohio  4049 

tis  own  searcli  blindly  and  ineffectually,  and  perhaps  even  lauglied 
at,  then  he  becomes,  according  to  his  disposition,  either  a  kindly 
human  being,  needlessly  discouraged  and  depressed,  or  a  bitter 
human  being,  with  one  more  impulse  toward  class  hatred,  toward 
the  I.  W.  W.  and  Bolshevism.  And  what  he  feels  is  invariably 
extended  through  his  whole  circle  of  daily  contacts. 

In  trying  to  think  of  other  books  which  may  bridge  the  Eng- 
lish gulf  for  the  foreigner,  "  put  yourself  in  his  place."  Sup- 
posing that  you  were  marooned  in  central  Brazil,  what  kind  of 
Portuguese  books  could  you  use  ?  Let  us  apply  to  the  aid  of  our 
immigrant  reader  all  the  resourcefulness  which  we  should  exert 
on  our  own  behalf  in  Brazil. 

First,  there  are  the  illustrated  books  of  travel,  particularly  of 
one's  own  country.  To  the  exile,  the  man  he  despised  at  home 
looks  familiar  and  therefore  agreeable  in  a  strange  land;  pictures 
of  familiar  scenes,  or  even  of  scenes  which  he  has  not  seen,  but 
of  which  he  has  often  heard,  have  the  poignant  feel  of  home, 
and  therefore  given  pleasure  even  while  they  hurt.  Many  an 
immigi-ant  will  point  out  in  our  English  books  of  travel,  streets 
upon  which  he  has  walked,  and  indicate  the  location  of  buildings 
not  shown  in  the  picture. 

"Well  illustrated  books  on  such  topics  as  carpentry  or  the  use 
of  the  steam  boiler  will  sometimes  lure  to  a  mastery  of  the  text 
the  man  who  at  the  beginning  understands  only  the  pictures. 
While  the  foreign  woman,  whether  she  understands  English  or 
not,  will  fairly  devour  books  of  crochet  design,  being  especially 
interested  in  "  yokes  and  scallops." 

So  far  I  have  been  speaking  of  the  immigrant  who  is  not  in 
touch  with  any  other  definite  Americanization  agency.  If,  how- 
ever, he  is  a  student  in  an  evening  school  class,  or  a  declarant 
for  citizenship,  then  the  librarian's  task  is  shared  with  others. 
The  evening  school  teacher  will  find  it  greatly  conducive  to  his 
success  as  a  teacher  to  introduce  his  pupils  to  the  library.  A 
single  book  read  outside  the  classroom  will  give  the  confidence 
which  stimulates  further  eiforts,  and  the  pupil  who  reads  library 
books  is  the  one  whose  successful  acquisition  of  English  brings 
laurels  to  his  teacher. 

The  teacher  of  the  evening  school  classes  should  be  invited, 
if  need  be,  urged  and  in  any  case  induced,  to  bring  his  class 
to  the  library  in  a  group,  at  a  definitely  appointed  time.  The 
personal  introduction,  the  sense  of  being  vouched  for,  gives  the 


4050  Citizenship  Tkaining  in  Othee  States 

immigrant  both  dignity  and  confidence,  and  carries  him  incon- 
spicuously over  the  trying  ordeal  of  the  first  visit  and  registration 
without  the  painful  consciousness  of  his  own  strangeness  and 
awkwardness.  It  gives  opportunity  for  a  definite  explanation 
of  the  library's  place  in  our  municipal  system,  and  of  its  aims 
and  purposes,  and  also  for  a  detailed  statement  of  library  rules, 
which  may  advantageously  be  made  in  the  native  language  of 
the  group. 

On  such  an  occasion,  red  tape  should  be  reduced  to  a  minimum, 
and  the  rules  so  manipulated  that  the  men  may  take  out  library 
cards  simply  on  the  identification  of  the  teacher,  who  will  thusi 
be  able  to  guide  their  first  selections. 

Candidates  for  citizenship  should  all  by  some  means  be  given 
to  understand  that  the  library  is  ready  and  anxious  to  supply 
their  needs  in  preparing  for  examination,  and,  however  limited 
its  funds  may  be,  there  should  never  be  any  shortage  of  books 
along  this  line. 

When  every  library  in  the  state  has  made  itself  responsible 
for  meeting  all  the  immigrants  in  its  community  along  these 
lines,  when  the  traveling  library  department  of  the  State  Library 
has  extended  its  services  to  all  the  immigrant  communities  in  the 
state  not  within  reach  of  local  libraries,  when  conscientious  and 
thoughtful  effort  is  put  into  this  work  all  along  the  line,  then  it 
will  not  be  long  before  the  libraries  of  Ohio  will  receive  recog- 
nition as  among  the  most  vital  of  Americanization  agencies. 


CHAPTER  XXXin 

Oklahoma 

E.  N.  CoLLETTE,  Assistant  Superintendent,  Department  of  Public 
Instruction,  Oklahoma  City.  Letter,  October  25,  1919. 
Bulletin,  "  School  Laws  of  Oklahoma,  1919." 

1.     State  legislation  —  Compulsion  for  Minors  and  Minors  of 

Employment  Age 

School  Laws  of  OMalioma,  1919.     Art.  XIII. 

COMPULSORY  ATTENDANCE  ANT)  MOTHER'S  PENSION 
Section  251.  Compulsory  period;  Duties  of  Parents. —  It  shall 
be  unlawful  for  any  parent,  guardian  or  custodian,  living  in  the 
State  of  Oklahoma,  to  neglect  or  refuse  to  cause  or  compel  any 
person  or  persons  who  are  or  may  be  under  his  control  as  children 
or  wards  to  attend  and  comply  with  the  rules  of  some  public, 
private,  or  other  schools  unless  other  means  of  education  are  pro- 
vided, for  66%  per  cent,  of  the  term  the  schools  of  the  district 
are  in  session,  which  shall  apply  to  all  children  of  the  district 
over  the  age  of  eight  and  under  the  age  of  eighteen,  unless  they 
are  prevented  by  mental  or  physical  disability,  the  question  of 
disability  to  be  determined  by  the  school  district  board  or  board 
of  education  upon  a  certificate  of  a  duly  licensed  and  practicing 
physician;  provided,  however,  that  this  requirement  shall  not 
apply  to  a  dhild  between  the  ages  of  sixteen  and  eighteen  years 
who  is  (1)  regularly  and  lawfully  employed  and  has  satisfactorily 
comj)leted  the  work  of  the  eighth  grade  of  public  schools  or  its 
equivalent,  or  (2)  who  has  satisfactorily  completed  the  full  course 
of  instruction  provided  by  the  public  schools  of  the  district  where 
he  resides. 

2.  State  legislation  —  Patriotic  Measures 
School  Laws  of  OMalioma,  1919.    Article  XVII. 

Section  340.  Penalty  for  disloyalty. — Any  person  in  this  state, 
who  shall  carry  or  cause  to  be  carried,  or  publicly  display,  any 
red  flag  or  other  emblem  or  banner,  indicating  disloyalty  to  the 
government  of  the  United  States  or  a  belief  in  anarchy  or  other 
political  doctrines  or  beliefs  whose  objects  are  either  the  disruj> 
tion  or  destruction  of  organized  government,  or  the  defiance  of 

[4051] 


4052  CiTizENSHir  Training  in  Other  States 

the  laws  of  tlie  United  States  or  of  the  State  of  Oklahoma,  shall 
be  deemed  guilty  of  a  felony,  and  upon  conviction  shall  be 
punished  by  imprisonment  in  the  penitentiary  of  the  State  of 
Oklahoma  for  a  term  not  exceeding  ten  (10)  years,  or  by  a  fine 
not  exceeding  one  thousand  dollars  ($1,000)  or  by  both  such 
imprisonment  and  fine. 

3.  State  Legislation  —  Flags 
School   Laws    of    OMahoma,    1919,      Article    XVII. 

Section  333.  Flag  to  Be  Displayed. —  Every  board  of  education 
and  school  district  board  within  this  state  shall  be  required  to  own 
and  display  within  the  schoolhouse  a  United  States  fiag.  Such 
boards  shall  purchase  such  flag  with  any  moneys  derived  for 
school  purposes  not  otherwise  specifically  appropriated;  and  any 
person  charged  with  the  duty  imposed  by  this  section  who  shall 
fail  to  comply  with  the  requirements  of  the  same,  or  shall  violate 
the  law,  shall  be  deemed  guilty  of  a  misdemeanor  and  upon  con- 
viction thereof  shall  be  fined  in  any  sum  not  less  than  ten  dollars 
nor  more  than  one  hundred  dollars. 

4.  State  Legislation  —  English  Language 

School  Laws  of  OMahoma,  1919.    Article  III. 

Section  42.  English  Declared  Official  Language. —  That  the  Eng- 
lish language  is  hereby  declared  to  be  the  language  of  the  people 
of  the  State  of  Oklahoma.  And  it  shall  be  unlawful  to  teach  or 
instruct  in  any  other  language  in  any  Public,  Parochial,  Denomi- 
national or  Private  School  or  other  institution  of  learning  within 
the  State  of  Oklahoma  except  pupils  receiving  such  instructions 
shall  have  completed  the  eight  grades  of  common  school  curri- 
culum as  designated  by  the  State  Board  of  Education. 

Section  43.  Text-books  Must  Be  Printed  in  English. —  All  text- 
books used  in  the  first  eight  grades  of  all  said  schools  shall  be 
printed  in  the  English  language. 

Section  417.  Books  to  Be  Printed  in  English:  Exchange. —  All 
books  adopted  by  the  commission  shall  be  printed  in  English, 
except  such  text-boolcs  as  may  be  adopted  for  the  teaching  of 
any  foreign  language.  The  commission  shall  stipulate  in  the 
contract  that  where  a  change  shall  have  been  made  from  the  books 
now  in  use  in  this  state,  the  contractor  or  contractors  shall  take 
in  exchange  the  respective  books  and  receive  the  same  in  exchange 


Oklahoma  4053 

for  new  books  at  a  price  not  less  than  50  per  cent,  of  the  contract 
price.  Such  exchange  period  shall  not  continue  longer  than  one 
year  from  the  date  of  the  contract. 

5.  Citizenship  Training  Through  Public  Schools 
School  Laws  of  Ohlalioma,  1919, 

Section  367.  Americanization  Committee  Created. —  ^Vhereas, 
The  Federal  Government  is  working  through  the  Bureau  of 
Naturalization  in  co-operation  with  the  public  schools  of  the 
entire  country  to  increase  their  efficiency,  and  has  authorized  the 
free  distribution  of  text-books  for  instruction  in  citizenship 
responsibilities,  it  is  hereby  made  incumbent  upon  the  public 
school  authorities  within  the  state,  from  and  after  the  passage  of 
this  resolution,  to  organize  a  class  in  English  and  in  citizenship 
instruction  w'henever  they  are  presented  with  a  petition  signed 
by  ten  (10)  residents  of  foreign  birth  over  the  age  of  sixteen  (16) 
years,  requesting  the  organization  of  such  a  class  for  their  instruc- 
tion in  English  and  in  citizenship. 

It  is  further  provided  that  in  order  to  make  effective  the  pro- 
visions of  this  resolution,  there  is  hereby  created  an  Americaniza- 
tion Commission,  consisting  of  the  governor,  and  six  (6)  members 
to  be  appointed  by  him.  It  shall  be  the  duty  of  this  commission 
to  see  that  public  school  officials  are  informed  of  the  provisions 
of  this  resolution,  to  see  that  the  foreigner  is  made  aware  of  this 
opportunity  of  acquiring  language,  ability  and  instruction  in 
the  duties  of  American  citizenship,  and  to  do  all  things  necessary 
to  carry  out  the  intention  of  this  resolution.  (House  Joint  Reso- 
lution ^o.  12,  Session  Laws,  1919.) 


CHAPTER  XXXIV 
Oregon 

Mr.  J.  A.  Churchill,  Superintendent  of  Public  Instruction, 
Salem.  Letter,  October  28,  1919.  Bulletin,  "Oregon 
School  Laws,  Compiled  and  Annotated  by  J.  A.  Churcbill, 
Superintendent  of  Public  Instruction,  1919." 

1.     State  Legislation  —  Compulsion  for  Minors  and  Minors  of 

Employment  Age 

Oregon  School  Laws,  Chapter  XII,  "  Compulsory  Education.'^ 
Section  370.  Children  between  ages  of  nine  and  fifteen. — 
Every  parent,  guardian  or  other  person  in  the  State  of  Oregon 
having  control  or  charge  of  any  child  or  children,  between  and 
including  the  ages  of  nine  and  fifteen  years  of  age,  shall  be 
required  to  send  such  child,  or  children,  to  the  public  schools  for 
a  term  or  period  of  not  less  or  more  than  the  number  of  months 
of  public  school  held  annually  in  the  district  in  which  such 
parent,  guardian  or  other  person  in  parental  relation  may  reside; 
provided,  that  in  the  following  cases  children  shall  not  be  required 
to  attend  public  schools : 

1.  Any  child,  or  children,  who  is,  or  are,  being  taught  for  a 
like  period  of  time  in  a  private  or  parochial  school,  such  branches 
as  are  usually  taught  in  the  first  eight  years  in  the  public  schools, 
or  has,  or  have,  already  acquired  the  ordinary  branches  of  learn- 
ing taught  in  such  schools,  the  fact  of  which  acquisition  of  such 
ordinary  branches  of  learning  by  such  child,  or  children,  shall  be 
determined  by  the  school  board  in  charge  of  the  public  school 
in  such  district. 

2.  Any  child,  or  children,  who  is,  or  are,  physically  unable 
to  attend  school.  In  such  cases  the  truant  officer  shall  require 
a  written  statement  of  a  competent  physician  certifying  that 
such  child,  or  children,  is,  or  are,  physically  unable  to  attend 
school. 


Note. —  For  Child  Labor  Law,  see  Laws  1911,  Chapter  138,  page  185. 

This  section  amends  by  implication  section  4  of  the  child  labor  law  found 
in  Laws  of  1911,  Chapter  138,  page  186,  the  act  amending  the  compulsory 
educational  law  being  filed  later  than  the  act  amending  the  child  labor  law. 

[4054] 


Oeeqon  4055 

3.  Children  between  tlie  ages  of  nine  and  ten  years  of  age, 
whose  parents  live  more  than  one  and  one-half  miles,  and  children 
over  ten  years  of  age  whose  parents  live  more  than  three  miles, 
by  the  nearest  traveled  road,  from  some  public  school;  provided 
that  if  transportation  is  furnished  pupils  in  said  district  this 
exemption  shall  not  apply. 

4'.  Any  child,  or  children,  who  is,  or  are,  being  taught  for  a 
like  period  of  time  by  the  parent,  or  private  teacher,  such  sub- 
jects as  are  usually  taught  in  the  first  eight  years  in  the  public 
school,  but  before  such  child,  or  children,  can  be  taught  by  a 
parent  or  private  teacher,  such  parent  or  private  teacher  must 
receive  written  permission  from  the  county  superintendent,  who 
is  hereby  authorized  to  grant  such  permission  only  in  case  of 
necessity  and  such  permission  shall  not  extend  longer  than  the 
end  of  the  current  school  year.  Such  child,  or  children,  must 
report  to  the  county  school  superintendent  or  some  person  desig- 
nated by  him  at  least  once  every  three  months  and  take  an 
examination  in  the  work  covered.  If  after  such  examination  the 
county  superintendent  shall  determine  that  such  child,  or  chil- 
dren, is  or  are  not  being  properly  taught,  then  the  county  super- 
intendent shall  order  the  parent,  guardian  or  other  person  in 
parental  relation  to  send  such  child,  or  children,  to  school  the 
remainder  of  the  school  year.  Failure  on  the  part  of  the  parent, 
guardian  or  other  person  in  parental  relation  to  comply  with  the 
order  of  the  county  superintendent  shall  render  such  person  liable 
to  the  penalty  provided  for  in  this  act.  (Laws  1911,  Chap.  243, 
page  428,  sec.  1.) 

Section  371.  Penalty. —  In  case  any  parent,  or  other  person  in 
parental  relation  shall  fail  to  comply  with  the  provisions  of  this 
act  he  shall  be  deemed  guilty  of  a  misdemeanor  and  shall,  on 
conviction  thereof,  be  liable  to  a  fine  of  not  less  than  $5  nor 
more  than  $25,  or  by  imprisonment  in  the  county  or  city  jail  not 
less  than  two  nor  more  than  ten  days,  or  by  both  such  fine  and 
imprisonment,  in  the  discretion  of  the  court. 

The  Compulsory  Part  Time  School  Laio 

School  hoard  shall  estahlish  part-time  schools. —  The  district 
school  board  of  any  school  district  in  which  there  shall  reside  oi 
be  employed,  or  both,  not  less  than  fifteen  children  between  the 
ages  of  fourteen  and  eighteen  years,  who  have  entered  upon 
employment,  shall  establish  part-time  schools  or  classes  for  such 


4056  Citizenship  Training  in  Otheb  States 

employed  children,  excepting  under  the  conditions  hereinafter 
provided.     (Laws  1919,  Chap.  324,  Sec.  1.) 

School  shall  provide  education  for  employed. — A  part-time 
school  or  class  established  in  accordance  with  the  terms  of  this  act 
shall  provide  an  education  for  children  who  have  entered  employ- 
ment which  shall  be  either  supplemental  to  the  work  in  which  they 
are  engaged,  or  which  shall  continue  their  general  education,  or 
shall  promote  their  civic  and  vocational  intelligence.  (Laws 
1919,  Chap.  324,  Sec.  2.) 

Children  between  sixteen  and  eighteen. — All  children  between 
the  ages  of  16  and  18  years  must  be  in  school  or  legally  employed. 
If  employed,  they  must  attend  the  part-time  schools  herein  pro- 
vided, not  less  than  live  hours  per  week  or  180  hours  per  year, 
unless  they  have  already  acquired  the  ordinary  branches  of  learn- 
ing taught  in  the  first  eight  years  of  the  public  schools  or  are 
attending  an  evening  school  for  an  equivalent  time.  (Laws  1919, 
Chap.  324,  Sec.  3.) 

School  and  registration  certificates  issued,  when. —  The  district 
school  board  of  any  school  district,  or  the  county  school  superin- 
tendent, shall  issue  to  any  child  between  the  ages  of  14  and  18 
years,  applying  for  the  same,  or  to  the  board  of  inspectors  of 
ohild  labor,  a  certificate  giving  the  age  of  the  child  as  it  appears 
upon  the  register  of  the  school  which  he  has  been  attending,  the 
grade  which  he  has  attended,  and  his  place  of  residence,  and  shall 
keep  on  file  a  duplicate  copy  of  such  certificate.  This  certificate 
shall  be  signed  by  the  district  school  clerk,  giving  also  his  address 
and  district  number,  or  by  the  county  school  superintendent,  and 
shall  be  filed  with  the  board  of  inspectors  of  child  labor.  Upon 
receipt  of  this  certificate,  the  board  of  inspectors  of  child  labor 
sliali  issue  to  the  child  presenting  the  same,  if  all  requirements 
of  the  child  labor  act  have  been  fulfilled,  an  age  and  schooling 
certificate,  which  he  shall  present  to  his  employer  before  engaging 
in  any  work.  Districts  of  the  first  class  shall  be  required  to 
deliver  duplicate  copies  of  the  registration  blanks  signed  in 
original  by  the  parents,  guardian  or  custodian  of  each  child  of 
school  age  in  attendance  once  each  year,  to  the  board  of  inspectors 
of  child  labor,  upon  request.     (Laws  1919,  Chap.  324,  Sec.  4.) 

Employer  shall  keep  list  of  m  inors. —  The  employer  of  any 
minors  under  18  years  of  age  sliall  keep  a  list  of  minors  so  em- 
ployed and  shall  keep  on  file  the  certificate  issued  by  the  board  of 
inspectors  of  child  labor,  which  board  shall  notify  the  county 


Okegon  4057 

school  superintendent  or  the  school  board  of  the  district  in  which 
the  child  lasi  attended  school  of  such  employment  within  five 
days  after  the  beginning  of  such  employment.  When  such  minor 
shall  cease  his  employment,  the  employer  shall  within  five  days 
return  the  age  and  schooling  certificate  to  the  board  of  inspeectors 
of  child  labor.  Within  five  days  from  the  receipt  of  said  age  and 
schooling  certificate  the  board  of  inspectors  of  child  labor  shall 
notify  the  district  school  clerk  or  county  school  superintendent 
that  the  child  is  no  longer  employed.  (Laws  1919,  Chap  324, 
Sec.  5.) 

State  superintendent  shall  decide  whether  school  shall  he  estab- 
lished.—  Whenever  any  school  board  shall  deem  it  inexpedient  to 
organize  part-time  schools  or  classes  for  employed  minors,  it  shall 
state  the  reason  for  such  inexpediency  in  a  petition  to  the  state 
superintendent  of  public  instruction  and  when  the  state  superin- 
tendent shall  judge  such  reasons  as  valid,  the  school  board  shall  be 
excused  from  the  establishment  of  such  part-time  schools  or  classes. 
(Laws  1919,  Chap.  324,  Sec.  6.) 

Time,  five  hours  per  iveeh. —  Part-time  schools  or  classes  estab- 
lished in  accordance  with  the  provisions  of  this  act  shall  be  in 
session  not  less  than  five  hours  a  week  between  the  hours  of  8.  a.  m. 
and  6  p.  m.,  during  the  number  of  weeks  which  other  public 
schools  are  maintained  in  the  district  establishing  such  part-time 
schools  or  classes.     (Laws  1919,  Chap.  324,  Sec.  7.) 

2.  State  Legislation  —  Flags 
Oregon  School  Laws,  Chapter  V 

Section  179.  Flags  for  School  Districts. —  The  boards  of 
directors  in  the  several  school  districts  of  this  state  shall  procure  a 
United  States  flag  of  suitable  size,  and  shall  cause  said  flag  to  be 
displayed  upon  or  near  each  public  school  building  during  school 
hours,  except  in  unsuitable  weather,  and  at  such  other  times  as 
to  said  board  may  seem  proper. 

Section  180.  Expense;  IIoiu  Paid. —  The  necessaiy  funds  to 
defray  the  expenses  to  be  incurred  for  such  flags  and  for  poles 
and  appliances  necessary  in  connection  therewith,  and  for  the  care 
thereof,  shall  be  assessed  and  collected  in  the  same  manner  as 
the  moneys  are  now  raised  by  law  for  public  school  purposes, 
or  may  be  paid  out  of  any  funds  in  the  treasury  of  any  school  dis- 
trict not  otherwise  appropriated. 


4058  Citizenship  Training  in  Other  States 

3.  State  Legislation  —  English  language 

Oregon  School  Laws,  Chapter  V 

Section  134.  No  Foreign  Language  Shall  Be  SpoJcen  In  Puhlic 
School. —  It  shall  be  unlawful  for  any  board  of  school  directors, 
regents  or  trustees,  or  for  any  teacher  or  other  person  teaching 
in  the  public  or  private  schools  in  the  State  of  Oregon,  to  cause 
to  be  taught  or  to  teach  any  subject  or  subjects,  other  than  foreign 
languages,  in  the  public  or  private  schools,  in  the  State  of  Oregon, 
in  any  language  except  English." 

4.  Recommendation  for  Citizenship  Training  Course 

Oregon  Education  Bulletin  No.  3,  1919 

Instead  of  beginning  with  a  study  of  great  and  remote  things 
such  as  the  United  States  government  and  men  of  national  signifi- 
cance, make  a  study  of  the  simplest  and  smallest  kind  of  democra- 
tic government,  namely  a  group  of  individuals  having  some  com- 
mon interest  and  purpose.  For  this  purpose  let  the  class  resolve 
itself  into  a  parliamentary  body,  and  elect  a  president  and  secre- 
tary from  their  own  midst,  the  teacher  becoming  for  the  time 
merely  a  member  of  the  group. 

After  a  reasonable  amount  of  this  w^ork  has  been  done  the 
teacher  can  again  take  charge  of  the  class  and  by  means  of  discus- 
sion develop  a  practical  knowledge  of  rural  and  local  community 
civics,  and  follow  it  with  a  similar  study  of  county,  state  and 
national  governments. 

If  as  a  result  of  this  work  the  members  of  the  class  are  able  to . 
conduct  a  parliamentary  meeting  in  due  form,  and  if  in  addition 
they  have  a  practical  understanding  of   how    and   by   whom   the 
business  of  their  own  city,  state  and  nation  is  transacted,  the  work 
has  been  a  success. 

5.  State  Legislation  Providing  Facilities  for  Adults 

Oregon  School  Laws,  Chapter  V 

Section  184.  Evening  Schools. —  The  board  of  directors  of  any 
school  district  of  the  second  class  in  the  State  of  Oregon  arc  hereby 
empowered  to  provide  and  maintain  a  continuation  evening  school, 
and  to  fix  the  hours  during  which  such  school  shall  be  in  session 
and  to  fijc  the  length  of  term  for  such  school ;  provided,  that  the 
length  of  term  shall  be  not  less  than  one-third  that  of  the  day 


Oeegon  4059 

session  in  such  city;  to  employ  teacliers  and  otherwise  provide 
for  the  instruction  of  pupils  in  all  branches  taught  in  the  day 
sessions  if  in  their  judgment  there  is  sufficient  demand  to  justify 
such  provisions;  to  fix,  within  the  limits  above  mentioned,  a 
course  of  study  acquired  for  graduation  from  the  evening  high 
school,  to  admit  any  person  not  receiving  instruction  in  the  day 
session  for  the  public  schools,  without  restrictions  as  to  age  and 
citizenship. 

6.  Letter  from  J.  A.  Churchill,  Superintendent  of  Public  Instruction, 
Salem,  October  28,  1919: 

"  Our  part-time  school  law  is  part  of  our  plan  of  Amer- 
icanization. Then,  too,  the  majority  of  our  circuit  judges 
have  issued  an  order  to  the  effect  that  no  foreigner  is  to 
receive  his  second  papers  until  he  can  speak  and  write  Eng- 
lish, knows  the  fundamental  principles  of  this  government, 
and  has  come  into  a  full  comprehension  of  our  great  national 
ideals.  He  must  bring  his  wife  into  court  with  him  and  she 
must  stand  the  same  test. 

"  The  schools  of  the  state  are  co-operating  in  seeing  to  it 
that  the  teachers  are  giving  the  instruction  necessaiy,  or 
providing  the  leadership  whereby  the  instructors  are  found 
to  give  it,  where  it  is  not  practicable  for  the  teachers  to  give 
the  instruction. 

"  Oregon  also  has  a  good  compulsory  school  law,  a  mini- 
mum term  of  eight  months  of  school,  a  minimum  salary  law 
for  teachers,  200  standard  high  schools  with  more  pupils 
enrolled  in  them  in  proportion  to  the  state's  school  census 
than  any  other  state  in  the  Union. 

"We  are  raising  the  general  level  of  intelligence  of  our 
people,  all  of  which  forwards  the  movement  of 
Americanization." 


CHAPTER  XXXV 
Pennsylvania 

Thomas  B.  Finnegan,  State  Superintendent  of  Pnhlic  Instruc- 
tion, Harrisburg.  Letter,  !N"ovember  4,  1919.  Bulletin, 
"School  Laws  of  Pennsylvania,  1917." 

1.     State  Legislation  —  Compulsion  for  Minors  and  Minors  of 

Employment  Age 

Article  XIV.  Section  1414.  Every  child  having  a  legal  resi- 
dence in  this  Commonwealth,  as  herein  provided,  between  the 
ages  of  eight  and  sixteen  years,  is  required  to  attend  a  day  school 
in  which  the  common  English  branches  provided  for  in  this  act 
are  taught  in  the  English  language;  and  every  parent,  guardian 
or  other  j^erson  in  this  Commonwealth,  having  control  or  charge 
of  any  child  or  children,  between  the  ages  of  eight  and  sixteen 
years,  is  required  to  send  such  child  or  children  to  a  day  school 
in  which  the  common  English  branches  are  taught  in  the  English 
language;  and  such  child  or  children  shall  attend  such  school 
continuously  through  the  entire  term,  during  which  the  public 
elementary  schools  in  their  respective  districts  shall  be  in  session ; 
Provided,  That  the  certificate  of  any  principal  or  teacher  of  a 
private  school,  or  of  any  institution  for  the  education  of  children, 
in  which  the  common  English  branches  are  taught  in  the  English 
language,  setting  forth  that  the  work  of  said  school  is  in  compli- 
ance with  the  provisions  of  this  act,  shall  be  sufficient  and  satis- 
factory evidence  thereof.  Regular  daily  instruction  in  the  Eng- 
lish language,  for  the  time  herein  required,  by  a  properly  quali- 
fied private  tutor,  shall  be  considered  as  complying  with  the  pro- 
visions of  this  section,  if  such  instruction  is  satisfactory  to  the 
proper  county  or  district  superintendent  of  schools;  Provided 
further,  That  the  board  of  school  directors  in  any  district  of  the 
fourth  class  may,  at  a  meeting  held  at  any  time  before  the  open- 
ing of  the  school  term,  reduce  the  period  of  compulsory  attendance 
to  not  less  than  seventy  per  centum  of  the  school  term  as  fixed 
in  such  district,  in  which  case,  however,  the  board  of  school 
directors  must,  at  the  same  time,  fix  the  period  for  the  compulsory 

attendance  to  begin, 

[4060] 


Pennsylvania  4061 

2.  State  legislation  —  Compulsion  for  Minors  of  Employment  Age 
School  Laws  of  Pennsylvania,  1917.  Article  II.  (see  pp.  160,  161.) 

No  minor  under  fourteen  years  of  age  shall  be  employed  or 
permitted  to  work  in,  about,  or  in  connection  with,  any  establish- 
ment or  in  any  occupation. 

It  shall  be  unlawful  for  any  person  to  employ  any  minor 
between  fourteen  and  sixteen  years  of  age,  unless  such  minor 
shall,  during  the  period  of  such  em.ployment,  attend,  for  a  period 
or  periods,  equivalent  to  not  less  than  eight  hours  each  week,  a 
school  approved  by  the  State  Superintendent  of  Public  Instruc- 
tion. The  school  aforesaid  may  be  conducted  in  the  establish- 
ment where  said  minor  is  employed,  or  in  a  public  school  build- 
ing, or  in  such  other  place,  either  in  the  district  in  which  said 
minor  is  employed  or  in  any  joint  school  authorized  by  section 
eighteen  hundred  and  one  (1801)  of  article  eighteen  (18)  of  an 
act,  approved  May  the  eighteenth,  nineteen  hundred  and  eleven 
(1911),  entitled  ''An  act  to  establish  a  public  school  system  in 
the  Commonwealth  of  Pennsylvania,  together  with  the  provisions 
by  which  it  shall  be  administered,  and  prescribing  penalties  for  the 
violation  thereof;  providing  revenue  to  establish  and  maintain 
the  same,  and  the  method  of  collecting  such  revenue;  and  repeal- 
ing all  laws,  general,  special  or  local,  or  any  parts  thereof,  that 
are  or  may  be  inconsistent  therewith,"  as  the  board  of  school 
directors  of  the  school  district  in  which  said  minor  is  employed 
may  designate;  Provided,  however.  That  such  school  shall  be 
within  reasonable  access  to  said  place  of  employment.  Any 
school  aforesaid  shall  be  part  of  the  public  school  system  of  the 
school  district  wherein  said  minor  is  employed,  or  of  the  school 
district  or  districts  where  said  minor  attends.  The  school  hours 
shall  not  be  on  Saturday ;  nor  before  eight  o'clock  in  the  morning, 
nor  after  five  o'clock  in  the  afternoon,  or  any  other  day.  Every 
person  who  shall  employ  any  said  minor  shall  notify  the  officer 
by  whom  the  employment  certificate,  as  hereinafter  provided  for 
the  said  minor,  shall  have  been  issued,  within  four  days  after 
said  minor  shall  have  entered  his  employment,  of  the  name  and 
location  of  the  school  at  Avhich  said  minor  should  be  in  attendance 
and  of  the  hours  which  said  minor  should  attend  said  school 
during  the  continuance  of  said  employment;  Provided,  That  this 
section  shall  not  be  effective  in  any  school  district  until  there  has 
been  established  within  said  school  district  in  which  said  minor 
is  employed,  or  within  reasonable  access  to  said  place  of  employ- 
ment in  an  adjoining  district,  such  a  school. 


4062  Citizenship  Training  in  Other  States 

3.  State  Legislation  —  Patriotic  Measures 

Act  No.  263.     Section  1607;  amendment  only  (1919). 

The  State  Superintendent  of  Public  Instruction  shall  prescribe 
a  course  of  instruction  conducive  to  the  spirit  of  loyalty  and 
devotion  to  the  state  and  national  governments,  which  shall  be 
taught  in  all  the  public  schools  of  the  State. 

4.  State  Legislation  —  Flags 

School  Laws  of  Pennsylvania,  1917.     Article  VI. 

Section  629.  The  board  of  school  directors  in  each  district 
shall,  when  they  are  not  otherwise  provided,  purchase  a  United 
States  flag,  flagstaff,  and  the  necessary  appliances  therefor,  and 
shall  display  said  flag  upon  or  near  each  public  school  building 
in  clement  weather,  during  school  hours,  and  at  such  other  times 
as  said  board  may  determine. 

5.  State  Legislation  Providing  Facilities  for  Adults 
School  Laws  of  Pennsylvania^  1917.     Article  XIX, 

Vocational  and  Other  Special  Schools 
Section  1901.  The  board  of  school  directors  of  any  school  dis- 
trict of  the  second,  third,  or  fourth  class  in  this  Commonwealth, 
upon  the  application  of  the  parents  of  twenty-five  or  more  pupils 
above  the  age  of  fourteen  years,  residents  of  the  school  district, 
shall  open  a  free  evening  school  for  their  instruction  in  spelling, 
reading,  writing,  arithmetic,  and  such  other  branches  as  the  board 
may  deem  advisable;  such  evening  school  to  be  kept  open  for  a 
term  of  not  less  than  four  months  in  each  year,  each  of  said 
months  to  consist  of  twenty  days,  and  each  evening  session  to  be 
open  at  least  two  hours.  No  pupil  shall  be  admitted  to  said 
evening  school  who  is  unemployed  during  the  day,  or  in  actual 
attendance  upon  any  school,  either  public  or  private,  during  the 
day:  Provided,  That  when  the  average  daily  attendance  falls 
below  fifteen  pupils,  the  board  of  school  directors  may  close  such 
evening  school  for  the  remainder  of  the  term. 

Section  1902.  The  board  of  school  directors  of  any  school  dis- 
trict of  the  second  or  third  class  in  this  Commonwealth,  when 
requested  by  seventy-five  or  more  taxpayers  of  the  district,  shall 


Pennsylvania  4063 

establisb.  and  equip  an  evening  manual  training  school,  for  pupils 
above  the  age  of  fourteen  years,  and  shall  keep  the  same  open  as 
many  months  in  the  year  as  day  schools  are  kept  open:  Provided, 
That  no  such  evening  manual  training  school  shall  be  opened 
unless  at  least  twenty-five  pupils  of  the  district  apply  for  admis- 
sion thereto,  and  the  same  shall  be  closed  by  the  board  of  school 
directors  when  the  average  attendance  falls  below  fifteen. 

Act  No.  311.     (1919) 

AIST  ACT  to  provide  instruction  in  citizenship  and  the  principles 
of  the  government  of  the  United  States  of  America  and  of 
this  Commonwealth  to  foreign-bom  residents  of  the  State 
of  Pennsylvania,  in  the  several  counties  thereof,  who  are  not 
required  to  attend  the  public  schools  of  this  Commonwealth; 
providing    for    the    appointment    of    instructors    and    inter- 
preters;  and  providing  for  their  compensation,  payable  by 
the  several  counties;  and  defining  the  powers  and  duties  of 
such  instructors  and  the  county  superintendent  of  schools. 
Section  1,    Be  it  enacted,  etc.      That  the  judge  or  judges  of 
the  court  of  common  pleas  of  any  county  in  this  Commonwealth 
having  a  large  resident  population  of  foreign-born  residents  may, 
as  hereinafter  provided,  appoint  one  or  more  competent  instructors, 
whose  duty  it  shall  be  to  teach  and  instruct  foreign-born  residents 
in  said  county  who  are  not  required  to  attend  the  public  schools 
of  said  county,  in  the  duties,  privileges,  and  rights  of  citizenship, 
and  in  the  principles  and  the  institutions  of  the  government  of 
the  United  States  of  America  and  of  this  Commonwealth,  and  to 
furnish  and  to  teach  to  said  unnaturalized  residents  courses  of 
study    and    instruction   to   be   prepared    and   furnished   to    said 
instructors  by  the  superintendent  of  schools  of  said  county  and 
according  to  plans  and  programs  prepared  by  said  superintendent 
for  such  purpose. 

Section  2.  That  the  superintendent  of  schools  of  any  county 
of  this  Commonwealth  having  a  large  foreign  population  may, 
when  he  thinks  it  necessary  and  advisable,  present  his  petition 
to  the  said  court  of  common  pleas  of  said  county,  praying  for  the 
appointment  of  one  or  more  instructors  as  hereinbefore  provided, 
and,  upon  presentation  of  said  petition,  the  court  shall  fix  a  time 
and  place  to  hear  the  matters  alleged  in  said  petition,  notice  of 
which  shall  be  given  to  the  county  commissioners  of  said  county, 
said  time  to  be  not  less  than  fifteen  days  after  the  presentation 


4064  Citizenship  Training  in  Othee  States 

thereof  to  the  court,  and  at  which  time  the  court  shall  hear  and 
determine  the  same;  and,  if  in  the  opinion  of  the  court,  the  said 
appointment  of  one  or  more  instructors  as  aforesaid  is  necessary 
and  advisable,  the  court  shall  forthwith,  upon  the  nomination  of 
the  said  superintendent  of  schools  of  said  county,  appoint  one  or 
more  suitable  and  qualified  persons  to  the  position  of  instructor 
for  foreign-born  residents  who  are  not  required  to  attend  the 
public  schools  of  this  Commonwealth,  The  number  of  said 
instructors  for  each  county  and  their  compensation  shall  not 
exceed  the  number  and  compensation  of  assistant  county  super- 
intendents of  schools  of  said  county.  Said  appointments  shall 
be  made  for  a  term  of  not  less  than  one  nor  more  than  three  years. 
The  instructors  shall  be  persons  of  good  moral  characler  and 
whose  nomination  for  appointment  shall  be  accompanied  with  a 
certificate  of  the  said  county  superintendent  of  schools  that  said 
instiTictors  possess  sufficient  educational  qualifications  for  their 
appointment.  Any  instructor  may  be  removed  from  office  any 
time  upon  cause  shown  to  said  court  of  his  or  their  immorality, 
incompetency,  or  neglect  of  duty,  or  of  their  political  activity, 
or  for  any  other  reason  rendering  said  appointee  unfit  for  such 
duties  in  the  opinion  of  the  said  court.  Upon  such  dismissal  of 
said  employee  or  said  employees,  the  court  shall  immediately  fill 
said  vacancy  or  vacancies  as  hereinbefore  provided  for  appoint- 
ment to  said  office. 

Section  3.  The  court  may,  upon  the  petition  of  said  superin- 
tendent of  public  schools,  appoint  one  or  more  interpreters  for  the 
use  of  said  instructor  or  instructors,  to  serve  during  the  pleasure 
of  the  court.  It  shall  be  the  duty  of  said  court  to  fix  the  com- 
pensation of  said  instructors  and  said  interpreters,  subject  to  the 
limitation  provided  in  section  two,  which  said  compensation  will 
be  paid  by  the  treasurer  of  said  county  on  warrants  signed  by  the 
superintendent  of  schools  of  said  county,  at  such  times  as  the 
said  court  may  direct. 

Section  4.  It  shall  be  the  duty  of  said  instructors  to  make 
monthly  reports  of  their  said  work  in  writing  to  the  superin- 
tendent of  schools  of  said  county,  and  shall  also  file  a  copy  of  said 
rejx)rt  with  the  prothonotary  of  said  court.  The  superintendent 
of  schools  of  the  county  shall  make  a  report  thereof  to  the  State 
Superintendent  of  Public  Instruction  at  least  once  every  year. 


Pennsylvania  4065 

Section  5.  Before  entering  upon  the  duties  of  their  said 
appointment,  each  instructor  shall  take  and  subscribe  to  the  same 
oath  of  office  now  required  for  other  county  officials. 

Section  6.  All  acts  or  parts  of  acts  inconsistent  herewith  be 
and  the  same  are  hereby  repealed. 

Approved  the  8th  day  of  July,  A.  D.,  1919. 

Wm.  C.  Speoul. 

6.  Letter  from  Thomas  B.  Finnegan,  State  Superintendent  of  Public 
Instruction,  Harrisjburg,  November  4,  1919  : 

"  I  have  only  been  in  charge  of  the  work  here  since 
September  first  last,  and  there  has  been  no  organized  work 
in  Americanization  under  the  direction  of  this  department. 
It  was  understood  when  I  came  here,  that  such  work  would 
be  turned  over  to  the  department.  It  has  been  in  the  hands 
of  the  General  Welfare  Commission.  This  question  is  now 
receiving  consideration,  and  I  expect  to  have  all  matters 
relating  to  Americanization  turned  over  to  this  department 
in  the  near  future,  and  to  establish  a  Bureau  of  American- 
ization which  shall  devote  its  entire  time  to  this  subject. 
I  cannot,  of  course,  develop  fully  my  plan  for  considering 
the  subject  until  I  know  definitely  the  amount  of  funds 
available. 

''  The  plan  will  be  to  divide  the  state  into  zones,  on  a  basis 
similar  to  that  on  which  I  divided  N'ew  York  State  before 
coming  here,  and  appoint  a  director  for  each  zone.  Schools 
will  then  be  organized  for  the  non-English-speaking  for- 
eigners in  connection  with  the  public  schools,  with  factories, 
and  other  industrial  plants.  In  other  words,  the  important 
feature  of  the  program  will  be  to  teach  all  non-English-speak- 
ing foreigners  how  to  speak  and  write  the  English  language. 
There  is  very  much  which  may  be  done  in  the  organization 
of  community  interests  which  will  be  helpful  in  giving  to 
foreigners  a  clearer  conception  of  American  institutions  and 
of  the  purposes  of  such  institutions  and  the  relation  of  people 
generally  to  them." 
127 


4066  Citizenship  Training  in  Other  States 

7.  Citizenship  Training  Through  Industries 

Letter  from  C.  W.  Spencer,  Assistant  Director  of  Industrial 
Service,  General  Electric  Companv,  Erie,  December  4.  1919: 
"  The  Erie  Works  are  holding  classes  teaching  the  Eng- 
lish language  and  explaining  how  to  obtain  naturalization 
papers,  with  an  atteaidance  at  each  class  ranging  from  three 
to  eleven. 

These  classes  are  held  three  days  each  week. 
Explaining  why  classes  are  not  better  attended  we  get 
the  following  answers: 

(1)  ''Want  to  return  to  native  country. 

(2)  "Too  old. 

(3)  "Will  not  give  up  overtime  work. 
"^Nationalities  represented  are: 
"Italian,    Polish,    Albanian,    Russian,    Greek,    Spanish, 

Mexican. 

"  The  best  results  obtained  along  these  lines  are  from  a 
Sunday  afternoon  class  from  three  to  five  o'clock,  with  an 
average  attendance  of  eighteen  men." 


CHAPTER  XXXVI 

Uhode  Island 

Walter  E.  Ranger,  Coimmssioner  of  Public  Schools,  Provi- 
dence. Letter,  October  24,  1919.  Bulletin,  "An  Act  to 
Promote  Americanization." 

Laws  of  Rhode  Island  Relating  to  Education 

Chapter  1492.     Supplement  No.  VIII,  1917. 

AJST  ACT  in  amendment  of  chapter  72  of  the  general  laws,  entitled 
"  of  the  truant  children  and  of  the  attendance  of  children  in 
public  schools." 

1.  State  Legislation — Compulsion  for  Minors 
It  is  enacted  by  the  General  Assembly  as  follows: 

Section  1.  Section  1  of  chapter  72  of  the  general  laws,  entitled 
"  Of  truant  children  and  of  the  attendance  of  children  in  the 
public  schools,"  is  hereby  amended  to  read  as  follows: 

Section  1.  Every  child  who  has  comjjleted  seven  years  of  life 
and  has  not  completed  sixteen  years  of  life,  unless  he  has  com- 
pleted in  the  public  schools  the  elementary  studies  taught  in  the 
first  eight  years  of  school  attendance,  exclusive  of  kindergarten  in- 
struction, provided  for  in  the  course  of  study  adopted  by  the  school 
committee  of  the  city  or  town  wherein  such  child  resides,  or  unless 
he  shall  have  completed  fourteen  years  of  life  and  shall  be  lawfully 
employed  at  labor  or  at  service  or  engaged  in  business  shall 
regularly  attend  some  public  day  school  during  all  the  days  and 
hours  that  the  public  schools  are  in  session  in  the  city  or  town, 
wherein  he  resides ;  and  every  person  having  under  his  control  a 
child  as  above  described  in  this  section,  shall  cause  such  child  to 
attend  school  as  required  by  the  above  stated  provisions  of  this 
section,  and  for  every  neglect  of  such  duty  the  person  having  con- 
trol of  such  child  shall  be  fined  not  exceeding  twenty  dollars :  Pro- 
vided, that  if  the  person  so  charged  shall  prove  or  shall  present  a 
certificate  made  by  or  under  the  direction  of  the  school  committee 
of  the  city  or  town  wherein  he  resides,  setting  forth  that  the  child 
has  already  completed  the  elementary  studies  above  mentioned ;  or 
that  the  child  has  attended  for  the  required  period  of  time  a 
private  day  school,  or  upon  private  instruction,  approved  by  the 

[4067] 


4068  CiTiZEXSHir  Training  in  Other  States 

school  committee  of  the  city  or  town  where  said  private  school  was 
located  or  said  private  instruction  was  given ;  or  that  the  physical 
or  mental  condition  of  the  child  was  such  as  to  render  his  attend- 
ance at  school  inexpedient  or  impracticable ;  or  that  the  child  was 
destitute  of  clothing  suitable  for  attending  school  and  that  the 
person  having  control  of  said  child  was  unable  to  provide  suitable 
clothing;  or  that  the  child  was  excluded  from  school  by  virtue  of 
some  general  law  or  regulation  —  then  such  attendance  shall  not 
be  obligatory  nor  shall  such  penalty  be  incurred ;  but  nothing  in 
this  section  shall  be  construed  to  allow  the  absence  or  irregular 
attendance  of  any  child  who  is  enrolled  as  a  member  of  any  school, 
or  of  any  child  sent  to  school  by  the  person  having  control  of  such 
child. 

Section  2.    This  act  shall  be  in  effect  on  and  after  the  first  day 
of  September,  A.  D.  1917. 

2.  State  Legislation  —  Minors  of  Employment  Ag-e 

Laws  of  Rhode  Island  Relating  to  Education 

Chapter  1253.     Supplement  No.  VI,  1915. 

AK  ACT  in  amendment  of  section  1  of  chapter  78  of  the  general 
laws,  entitled  "'  of  factory  inspection,"  and  of  all  acts  in  amend- 
ment thereof  and  in  addition  thereto. 

It  is  enacted  hy  the  General  Assembly  as  follows: 

Section  1.  Section  1  of  chapter  78  of  the  general  laws,  entitled 
"Of  factory  inspection."  as  amended  by  chapter  533  of  the  public 
laws,  passed  at  the  January  session,  A.  1).  1010,  and  chapter  653 
of  the  public  laws,  passed  at  the  January  session,  A.  D.  1911,  and 
chapter  956  of  the  public  laws,  passed  at  the  January  session,  A. 
D.  1913,  is  herebv  further  amended  so  as  to  read  as  follows: 
'  Section  1.  Xo  child  under  fourteen  years  of  age  shall  be 
employed  or  permitted  or  suffered  to  work  in  any  factory,  manu- 
facturing or  business  establishment  within  this  state,  and  no  child 
under  sixteen  years  of  age  shall  be  employed  or  permitted  or 
suffered  to  work  in  any  factory  or  manufacturing  or  business 
establishment  within  this  state  between  the  hours  of  eight  o'clock 
in  the  afternoon  of  any  day  and  six  o'clock  in  the  forenoon  of  the 
following  day.  No  child  under  sixteen  years  of  age  shall  be 
employed  or  permitted  or  sufTered  to  work  in  any  factory  or  manu- 


Rhode  Island  4069 

facturing  or  business  establishment  unless  said  child  shall  present 
to  the  person  or  corporation  enij)loYing  him  or  her  an  age  and 
employment  cei-tifieate,  given  by  or  under  the  direction  of  the 
school  committee  of  the  city  or  town  in  which  said  child  resides ; 
such  certificate  shall  state  (a)  the  name  of  said  child,  (b)  the 
date  and  place  of  birth  of  said  child,  (c)  the  height,  color  of  eyes 
and  hair,  and  complexion  of  said  child,  (d)  the  name  and  place  of 
residence  of  the  person  having  control  of  said  child,  and  such 
certificate  shall  certify  (1)  that  said  child  has  completed  fourteen 
years  of  age,  (2)  that  said  child  is  able  to  read  at  sight  and  write 
legibly  simple  sentences  in  the  English  language,  and  (3)  that 
said  child  has  been  examined  physically  by  a  licensed  physician, 
and  that  said  physician  has  certified  that  said  child  is  in 
sufficiently  sound  health  and  physically  able  to  be  employed  in  any 
of  the  occupations  or  processes  in  which  a  child  between  fourteen 
and  sixteen  yeai'S  of  age  may  be  legally  employed.  The  statements 
contained  in  such  certificate  in  regard  to  the  name,  date  and  place 
of  birth  of  said  child,  shall  be  substantiated  by  a  duly  attested  copy 
of  the  birth  certificate,  baptismal  certificate,  or  passport  of  such 
child.  After  the  official  authorized  to  issue  the  age  and  employ- 
ment certificate  above  named  has  determined  that  the  child  apply- 
ing for  such  certificate  is  fourteen  years  of  age  and  can  read  and 
write  as  above  required  said  official  shall  send  such  child  to  a 
prysician  for  a  physical  examination:  Provided,  that  the 
physical  examination  of  any  such  child  who  resides  in  the 
city  of  Providence  shall  be  made  by  either  of  the  physicians 
appointed  as  hereinafter  provided  by  the  commissioner  of  public 
schools,  and  no  age  and  employment  certificate  shall  be  issued 
to  any  child  until  the  physician  as  above  provided  shall  certify 
in  writing  that  said  child  is  in  sufficiently  sound  health  and 
physically  able  to  be  employed  in  any  of  the  occupations  or  proc- 
esses in  which  a  child  between  fourteen  and  sixteen  years  of 
age  may  be  legally  employed.  For  making  the  physical  examina- 
tion and  certifying  as  to  the  health,  the  physician  except  those 
physicians  appointed  by  the  commissioner  of  public  schools  under 
this  act,  shall  receive  from  the  state  the  sum  of  one  dollar.  He 
shall  render  to  the  secretai'^-  of  the  state  board  of  education  his 
account,  properly  certified  by  the  official  authorized  to  issue  the 
age  and  employment  certificate  required  by  this  section. 


4070  Citizenship  Training  in  Other  States 

3.  State   Legislation  —  Patriotic  Measures 
Laivs  of  Rhode  Island  Relating  to  Education.     Chap.  64,  1910 

Section  7.  It  shall  be  the  duty  of  the  commissioner  of  public 
schools  to  prepare  a  program  of  patriotic  exercises  for  the  proper 
observance  of  Grand  Army  Flag  Day,  and  to  furnish  printed 
copies  of  the  same  to  the  school  committees  of  the  several  cities 
and  tov7ns  at  least  four  weeks  previous  to  the  twelfth  day  of  Feb- 
ruary in  each  year.  He  shall  also  prepare  for  the  use  of  the 
schools  a  printed  program  providing  for  a  uniform  salute  to  the 
flag,  to  be  used  daily  during  the  session  of  the  school. 

§  8.  The  fourth  day  in  Maj  in  each  and  every  year  hereafter 
is  hereby  established,  in  this  state,  as  "  Rhode  Island  Independ- 
ence Day  " —  being  a  just  tribute  to  the  memory  of  the  members 
of  our  general  assembly,  who  on  the  fourth  day  of  May,  1776  — 
in  the  state  house  at  Providence,  passed  an  act  renouncing  alle- 
giance of  the  colony  to  the  British  crown,  and  by  the  provisions 
of  that  act  declaring  it  sovereign  and  independent ; —  the  first 
official  act  of  its  kind  by  any  of  the  thirteen  American  colonies. 

§  9.  On  each  and  every  fourth  day  of  May  hereafter,  except 
when  said  day  falls  on  the  first  day  of  the  week  (commonly  called 
Sunday),  then  on  the  day  following,  the  governor  shall  cause 
salutes  of  thirteen  guns  to  be  fired,  at  12  o'clock,  noon,  by  detach- 
ments of  the  state  artillery,  at  all  places  in  the  state  where  sta- 
tioned, and  shall  cause  a  display  of  state  and  national  flags  on  all 
armories  and  other  state  buildings  from  sunrise  to  sunset,  in 
honor  of  "  Rhode  Island  Independence  Day." 

§  10.  The  fourth  day  of  May  in  each  and  every  year  hereafter 
is  hereby  established  in  the  annual  school  calendar  to  be  known 
as  "  Rhode  Island  Independence  Day,"  and  shall  be  observed 
with  patriotic  exercises  in  all  the  public  schools  of  the  state,  as 
hereinafter  named.  It  is  also  provided  that  when  such  day  fail 
on  Saturday,  or  on  Sunday,  such  patriotic  school  exercises  shall 
be  on  the  preceding  or  following  days,  respectively,  as  the  case 
may  be. 

§  11.  The  state  commissioner  of  public  schools  shall  annually 
prepare  a  programme  of  patriotic  exercises  for  the  proper  observ- 
ance of  "  Rhode  Island  Independence  Day  "  in  the  schools,  and 
shall  furnish  printed  copies  of  the  same  to  the  school  committees 
of  the  several  cities  and  towns  of  the  state,  at  least  four  weeks 
previous  to  the  fourth  day  of  May  in  each  year. 

§  12.  The  fourth  day  of  May  as  herein  named,  shall  in  nowise 
be  construed  as  a  holiday. 


Rhode  Island  4071 

CHAPTER  67 

Section  14.  The  school  committees  of  the  several  cities  and 
towns  of  the  state  shall,  in  the  same  manner  as  now  provided  by 
law  for  the  purchase  of  supplies  for  public  schools  by  such  com- 
mittees, purchase  for  every  such  school  in  their  respective  cities 
and  towns  not  now  provided  therewith,  a  United  States  flag,  flag- 
staff, and  the  necessary  appliances  therefor ;  and  thereafter  when- 
ever the  flag,  flagstaff,  or  the  necessary  appliances  therefor  of  any 
such  school  shall  from  any  cause  become  unsuitable  for  further 
use,  such  school  committee  shall  in  the  same  manner  purchase 
others  in  place  thereof. 

§  15.  The  school  committees  of  the  several  cities  and  towns 
shall  cause  the  United  States  flag  to  be  displayed  upon  the  public 
school  buildings  or  premises  therein  during  school  hours  if  in 
their  best  judgment  it  be  practicable,  otherwise  at  such  times  as 
they  may  direct,  and  such  committees  shall  also  establish  rules 
and  regulations  for  the  proper  care,  custody,  and  display  of  the 
flag;  and  when,  for  any  cause,  it  is  not  displayed  it  shall  be  placed 
conspicuously  in  the  principal  room  of  the  school  building. 

§  16.  The  twelfth  day  of  February  in  each  and  every  year 
hereafter  is  hereby  established  in  the  annual  school  calendar  to 
be  known  as  Grand  Army  Flag  Day,  in  honor  of  the  birthday  of 
Abraham  Lincoln,  and  shall  be  observed  with  patriotic  exercises 
in  the  public  schools ;  but  such  day  shall  in  nowise  be  construed  to 
be  a  holiday.  It  is  also  provided  that  when  such  day  shall  fall 
on  Sunday  or  on  Saturday,  the  following  or  preceding  days 
respectively,  as  the  case  may  be,  shall  be  observed. 

CHAPTER  349 

Section  38.  It  shall  be  unlawful  to  display  the  flag  or  emblem 
of  any  foreign  country  upon  the  flagstaff  of  any  state,  county,  city 
or  town  building  or  public  school-house  within  this  state:  Pro- 
vided, however,  that  when  any  foreigner  shall  become  the  guest 
of  the  United  States,  or  of  this  state,  the  flag  of  the  country  of 
which  such  public  guest  shall  be  a  citizen  or  subject  may  be  dis- 
played upon  public  buildings,  except  public  school-houses. 
Every  person  who  shall  violate  the  provisions  of  this  section  shall 
be  fined  not  less  than  twenty-five  nor  more  than  one  hundred 
dollars. 


4072  Citizenship  Training  in  Otiiee  States 

4.  An  Act  to  Promote  Americanization 
(Approved  April  24,  1919) 

ITS    INTERPRETATION    AND    ADMINISTRATION,   AND   THE   OBLIGA- 
TIONS   IT   INVOLVES 

Issued  by  the  Commissioner  of  Public  Schools  in  behalf  of  the  State  Board  of 

Education. 

This  circular  aims  to  assist  superintendents  of  schools  and 
school  committees  in  fulfilling  their  duties  and  responsibilities 
in  the  administration  of  the  "Act  to  Promote  Americanization," 
and  to  indicate  standards  by  which  to  determine  who  are  subject 
to  the  compulsory  provisions  of  the  law. 

Below  is  printed  the  text  of  the  law,  and  a  summary  of  its  most 
significant  provisions.  It  will  be  seen  that  the  act  enlarges  the 
scope  of  school  education  and  places  upon  the  public  school  organ- 
ization new  responsibilities.  It  is  to  be  observed  that  school 
officers  of  towns  and  cities  are  charged  with  the  duty  of  carrying 
out  the  provisions  of  the  act  that  are  vital  for  its  effectiveness. 
For  these  reasons,  superintendents  of  schools  and  school  com- 
mittees should  become  familiar  with  the  law  in  order  that  they 
may  set  in  motion  the  machinery  necessary  to  produce  under  it 
the  greatest  possible  advantage  for  the  people  of  Rhode  Island. 

Acknowledgments  are  due  to  Mr.  Hubert  N.  Terrell,  who  col- 
lated and  arranged  the  material  for  this  pamphlet;  to  Mrs.  Agnes 
M.  Bacon,  State  Supervisor  of  Americanization,  for  advice  and 
counsel,  and  to  Dr.  Charles  Carroll,  for  editorial  revision. 

Walter  E.  Ranger, 

C ommfiissioner  of  Public  Schools. 

Chapter  1802 
L  AN  ACT  TO  PROMOTE  AMERICANIZATION 
It  is  enacted  by  the  General  Assembly  as  follows: 
Section  ].  One  or  more  public  evening  schools,  in  which  attend- 
ance shall  be  free  for  persons  resident  in  the  town  in  which  such 
school  shall  be  located,  in  which  the  speaking,  reading  and  writing 
of  the  English  language  shall  be  taught  for  two  hours  on  each  of 
at  least  100  nights  between  the  first  of  September  and  the  first 
of  June  in  each  year,  shall  be  established  and  maintained  by  the 
school  committee  of  every  town  in  which  twenty  or  more  persons 
more  than  sixteen  and  less  than  twenty-one  years  of  age  who 


KnoDE  Island  4073 

cannot  speak,  read  and  write  the  English  language  are  resident: 
Provided,  that  the  school  committee  of  two  adjoining  towns  may 
unite  for  the  purpose  of  establishing  and  maintaining  jointly, 
at  some  convenient  place,  an  evening  school  for  persons  resident 
in  both  towns. 

Section  2.  The  school  committee  of  any  town  may  establish 
and  maintain  one  or  more  public  day  continuation  schools  for 
the  teaching  of  the  English  language  and  American  citizenship, 
at  which  any  person  beyond  compulsory  school  age,  resident  in 
such  town,  may  attend  free  of  expense,  or  may  make  provisions, 
at  the  expense  of  the  town,  for  the  attendance  of  such  persons  in 
continuation  schools  in  other  towns. 

Section  3.  Every  person  who  has  completed  sixteen  years  of 
life  and  who  has  not  completed  twenty-one  years  of  life,  and  who 
cannot  speak,  read  and  write  the  English  language  in  accord  with 
standards  approved  by  the  State  Board  of  Education,  and  who 
resides  in  a  town  in  which  the  school  committee  has  established  a 
day  continuation  school  for  the  teaching  of  the  English  language, 
or  an  evening  school,  shall  attend  either  by  the  day  continuation 
school  or  the  evening  school  at  least  200  hours  between  the  first 
day  of  September  and  the  first  day  of  June  in  every  year  until 
he  shall  have  acquired  reasonable  facility  in  speaking,  reading 
and  writing  the  English  language  in  accord  with  standards 
approved  by  the  State  Board  of  Education.  For  the  purpose 
of  this  act  day  continuation  or  evening  schools  may  be  established 
in  shops  or  factories.  Provided  that  such  schools  are  under  con- 
trol and  supervision  of  the  school  committee.  Attendance  in 
private  schools  or  private  instruction  in  the  English  language  may 
be  accepted  as  compliance  with  this  act  in  lieu  of  attendance  on 
jjublic  instruction  only  if  the  private  instruction  is  approved  by 
the  school  committee  as  substantially  equivalent  in  content,  method 
and  the  hours  of  instruction  to  the  instruction  offered  in  public 
schools.  Persons  instructed  in  private  schools  or  receiving  pri- 
vate instruction  in  accordance  with  the  provisions  of  this  section 
shall  be  deemed  as  having  acquired  reasonable  facility  in  speak- 
ing, reading  and  writing  the  English  language  as  provided  in 
this  section,  only  after  the  successful  passage  by  such  person  of 
an  examination  provided  for  by  the  school  committee. 

Section  4.  Any  person  who  has  completed  sixteen  years  of  life 
and  who  has  not  completed  twenty-one  years  of  life,  and  who  does 
not   speak,   read    and   write   English    in    accord   with   standards 


4074  CiTiZEXSHip  Tkaining  I^'  Otheb  States 

approved  by  the  State  Board  of  Education,  who  resides  in  a  town 
in  which  the  school  committee  has  made  provision  for  the  teaching 
of  the  English  language  in  compliance  with  this  act,  who  habitu- 
ally absents  himself  from  public  instruction,  is  sufficiently 
irregular  to  make  it  impossible  for  him  to  complete  200  hours  of 
instruction  annually  within  the  time  set  by  the  school  committee 
for  conducting  such  schools,  and  who  is  not  attending  private 
instruction  approved  by  the  school  committee  as  provided  in 
section  3  of  this  act,  may  be  fined  for  each  wilful  absence  $1 
and  not  exceeding  $20  in  the  aggregate  during  one  y^ar,  or  for 
persistent  refusal  to  attend  such  instruction  may  be  committed 
to  an  institution  durino;  his  minoritv. 

Section  5.  Public  evening  schools  and  day  continuation  schools 
established  under  the  provisions  of  this  act  may,  if  approved  by 
the  State  Board  of  Education,  receive  state  support  from  the 
annual  appropriations  for  evening  schools  and  industrial 
education. 

Section  6.  The  State  Board  of  Education  is  herebv  authorized 
and  empowered  to  provide  for  the  visitation,  inspection  and  super- 
vision of  day  and  evening  schools  maintained  under  the  provisions 
of  this  act.  The  sum  of  $3,000  is  hereby  annually  appropriated 
to  defray  the  expenses  of  such  visitation,  inspection  and  super- 
vision as  provided  in  this  section,  and  for  the  purpose  of  meeting 
such  appropriations  as  may  be  provided  by  the  federal  govern- 
ment for  like  purposes  as  provided  in  this  act;  said  sum  to  be 
paid  upon  properly  authenticated  vouchers,  approved  by  the  State 
Board  of  Education. 

Section  7.  For  the  purpose  of  carrying  this  act  into  effect 
during  the  fiscal  year  ending  December  31,  1919,  the  sum  of 
$2,000  is  hereby  appropriated  out  of  any  money  in  the  treasury 
not  otherwise  appropriated;  and  the  state  auditor  is  hereby 
directed  to  draw  his  orders  upon  the  general  treasurer  to  pay  the 
same,  or  so  much  thereof  as  may  from  time  to  time  be  required, 
upon  receipt  by  him  of  vouchers  approved  by  the  State  Board  of 
Education. 

Section  8.  This  act  shall  take  effect  on  and  after  July  1,  1919, 
and  all  laws  and  parts  of  laws  inconsistent  herewith  are  hereby 
repealed. 

II.  SUMMARY  OF  TIIK  LAW 

This  law  requires  that  one  or  more  free  public  evening  schools 
be  established  in  every  to\\Ti,  for  the  purpose  of  teaching  reading, 


Rhode  Island  4075 

writing,  and  speaking  of  the  English  language,  where  twenty  or 
more  persons  between  the  ages  of  sixteen  and  twenty-one  years 
may  be  found  who  are  unable  to  speak,  read  and  write  the  English 
language  with  reasonable  facility  in  accord  w^ith  standards  to  be 
established  by  the  State  Board  of  Education. 

It  authorizes  the  school  committee  of  anv  town  to  establish 
free  day  continuation  schools  or  evening  schools  for  the  teaching 
of  the  English  language  and  American  citizenship  to  those  who 
are  not  within  compulsory  attendance  age,  or  to  provide  for  the 
education  of  such  persons  in  the  schools  of  other  towns. 

It  requires  that  every  person  between  the  ages  of  sixteen  and 
twenty-one  years  who  cannot  meet  thes  standards  established  by 
the  State  Board  of  Education  shall  attend  a  dav  or  an  evenin": 
school,  where  provided,  200  hours  during  eveiy  year  until  he  is 
able  to  meet  the  state's  standards.  Wilful  failure  to  do  this  may 
result  in  a  fine  of  $1  for  each  absence  up  to  a  maximum  of  $20 
in  the  aggregate.  Persistent  refusal  to  attend  such  instruction 
involves  the  penalty  of  being  committed  to  an  institution  during 
minority. 

Schools  established  under  this  law  and  approved  by  the  state 
may  receive  state  support. 

Eor  the  supervision  of  schools  and  enforcement  of  the  law  the 
General  Assembly  has  made  an  annual  appropriation  of  $3,000. 

This  law  went  into  effect  July  1,  1919,  and  a  supervisor  of 
Americanization  has  been  appointed  to  promote  the  work. 

III.  STANDARDS 

In  establishing  standards  to  determine  ability  to  read,  write 
and  speak  th^  English  language  with  facility  as  is  thought  con- 
sistent with  the  welfare  of  the  state,  the  purpose  for  which  this 
law  has  been  enacted  should  be  kept  clearly  in  mind. 

Tests  of  a  democracy  lie  in  the  intelligence,  loyalty  and  devo- 
tion of  its  citizens.  To  make  more  intelligent,  more  loyal  and 
more  devoted  citizens,  the  standards  must  be  high  enough  to 
insure  the  ability  of  the  individual  to  acquire  first-hand  knowledge 
of  everyday  occurrences,  and  an  appreciation  of  the  vital  prin- 
ciples underlying  the  growth  and  de^•clopment  of  the  American 
people,  as  well  as  the  responsibilities  the  individual  owes  to  nation, 
state  and  municipality. 

The  following  tests  are  suggestive.  Further  tests,  if  called  for, 
will  be  furnished  under  separate  cover. 


4076  CiTiZEXSHip  Training  in  Other  States 

Test  Xo.   1. —  Writing 

The  test  for  writing  is  the  filling  out  of  the  following  registra- 
tion card.  Any  person  who  can  do  this  with  a  reasonable  degree 
of  success  should  need  no  further  test.  The  information  on  this 
blank  should,  however,  be  obtained  for  further  use.  and  in  case 
of  failure  on  the  part  of  the  person  filling  out  the  card  to  give 
information  fullv,  it  should  be  ascertained  bv  the  examiner  and 
be  put  on  the  card. 

]^ame   Date   

Home  address Xationality 

Age Sex Married 

Where  do  you  work  ? 

How  many  years  have  you  lived  in  the  United  States? 

Do  you  understand  the  English  language  ? 

Do  you  speak  the  English  language  ? 

Do  you  read  the  English  language  ? 

Do  you  write  the  English  language  ? 

Education  in  native  land  ? 

Education  in  United  States  ? 

Have  you  applied  for  first  citizenship  papers? 

Have  you  your  final  citizenship  papers  ? 

School    ,        ,  Teacher. 

The  following  tests  may  be  used  for  reading  and  comprehension. 
Suggestive  questions  follow  them,  to  point  the  way  to  determine 
the  degree  of  comprehension.  Other  questions  may  be  used  by 
the  examiners. 

Test  Xo.  2. —  George  Washington 
"George  Washington  was  the  first  President  of  the  United 
States.  As  a  boy  he  had  a  keen  love  of  truth  and  would  not  tell 
a  lie.  He  was  so  fair  and  just  when  at  school  that  the  boys 
would  call  upon  him  to  make  peace  when  they  were  at  strife. 
When  he  was  a  man  he  fought  a  great  war  with  England  and 
made  America  free  from  King  George.  Then  the  people  made 
him  their  President." 

Quest  ion.s 

What  do  you  like  about  George  Washington  ? 

Why  do  you  think  he  was  made  the  first  President  of  the  United 
States  ? 


Note. —  These   tests  may  also  be  made   writing   tests   by  asking   the   indi- 
vidual to  write  the  answers  to  the  quest  lone. 


Ehode  Island  4077 

Test  Xo.  3.— Health 

"  We  must  not  shut  our  windows  at  night.  More  than  five 
times  as  many  babies  die  in  rooms  where  the  windows  are  shut 
at  night  than  in  rooms  where  they  are  open.  Many  people  with 
weak  lungs  get  well  by  sleeping  in  the  open  air.  Many  Americans 
sleep  outside  in  order  to  keep  strong  and  well.  Let  us  sleep  with 
our  windows  open  all  the  time." 

QuestioTis 

Why  must  we  not  shut  our  windows  at  night  ? 

What  is  said  here  about  babies  ? 

What  is  said  here  about  manv  Americans  ? 

Test  Xo.  4. —  Word  Tests 

Below  you  will  find  a  number  of  words.  Look  at  each  word. 
Think  what  it  means. 

Write  C  under  each  word  that  means  a  color. 

W^rite  B  under  each  word  that  means  a  bird. 

Write  CI  under  each  word  that  means  something  out  of  which 
clothing  is  made. 

Write  W^  under  the  word  that  means  something  to  wear. 

Write  H  under  the  word  that  means  something  found  in  a 
house. 

I    shirt    I    shoes    |    cotton    |    red    |    hat    |    wool    |    coat    |    robin    | 

I    pink    I    table    |    chair    { 

IV.     EXPLAXATIONS   AND   DIRECTIONS 

The  above  tests  are  suggestive  of  the  kind  of  tests  to  be  used 
in  ascertaining  who  are  subject  to  the  compulsory  provisions  of 
the  act  to  promote  Americanization.  To  aid  superintendents  of 
schools,  teachers  and  others  who  may  be  called  upon  to  examine 
the  qualifications  of  persons  between  the  ages  of  sixteen  and 
twenty-one  years  with  reference  to  reading,  writing  and  speaking 
the  English  language  with  the  ''reasonable  facility"  established 
as  standard  bv  the  State  Board  of  Education,  other  similar  stand- 
ard  tests  on  cards  convenient  for  use  will  be  distributed  to  those 
who  need  them. 

The  compulsory  requirement  is  only  a  small  part  of  the  Ameri- 
canization work  permitted  under  the  law  and  urged  as  a  contribu- 
tion to  the  solution  of  future  political,  industrial  and  social 
problems. 


4078  CiTiZEXsirip  Teaixing  in  Other  States 

The  problems  involved  in  Americanization  are  many  and  com- 
paratively new.  They  require  serious  thought  and  careful  con- 
sideration. Foreigners  come  to  America,  enter  our  industries, 
reside  in  colonies,  and  change  their  customs,  habits  of  living  and 
ideals  veiy  little  during  their  lives.  The  American  people  are 
partly  responsible  for  such  conditions,  because  so  many  of  them 
avoid  contact  with  foreigners  and  neglect  opportunities  and  a 
responsibility  to  share  in  helping  them  to  an  understanding  of 
American  standards  of  thought  and  life. 

This  circular  includes  suggestions  as  to  the  scope  of  the  prob- 
lem, methods  that  may  be  found  useful  in  approaching  it,  and 
a  bibliography  that  will  furnish  a  summary  of  what  is  being  done 
all  over  the  country. 

In  any  efncient  plan  for  carrying  on  Americanization  work 
there  are  two  main  lines  of  attack: 

(1)  The  establishing  of  classes  in  industrial  plants. 

(2)  The  establishing  of  classes  in  school  buildings. 

Both  of  these  lines  of  work  should  be  under  the  supervision  of 
the  school  authorities,  who  should  co-operate  with  employers  in 
the  most  friendly  spirit. 

In  establishing  classes  in  industrial  plants  it  may  be  necessary 
to  convince  employers  that  it  is  to  their  advantage  to  help. 
Harold  F.  McCormick,  president  of  the  International  Harvester 
Company,  has  said: 

"  It  is  of  equal  concern  to  the  American  employee  and  the 
alien-bom  employee,  to  the  industry  through  which  they 
jointly  serve  the  public  and  to  the  community  of  which  both 
are  members,  that  every  such  employee  should  be  directed  and 
assisted  by  his  employer  toward  complete  Americanization. 
"  The  employer  is  not  absolved  from  responsibility  in  this 
respect  by  efforts  to  the  same  end  put  forth  by  the  nation, 
the  community,  or  any  agency  outside  his  establishment. 
-Standing  nearest  to  the  employee,  the  employer's  duty  is 
strongest  and  clearest. 

"A  working  knowledge  of  English  is  as  essential  to  the 
employee's  service  as  to  his  citizenship.  Without  it  he 
cannot  be  taught  to  protect  himself  adequately  against  indus- 
trial accident  inside  his  employment,  or  against  exploitation 
of  his  ignorance  on  the  outside.  Lacking  that  knowledge, 
he  cannot  fully  grasp  either  the  industrial  or  social  oppor- 
tunities of  his  adopted  country. 


Khode  Island  4079 

"  The  teaching  of  English  to  alien-born  employees  is,  there- 
fore, a  primary  and  fundamental  duty  resting  upon  all 
American  employers  —  a  duty  whose  competent  discharge  is 
hound  to  bring  full  compensation  to  all  parties  and  elements 
in  interest." 

In  establishing  classes  in  industrial  plants  use  should  be  made 
of  all  material  available.  It  should  be  borne  in  mind  that  the 
adult  foreigner  is  easily  aroused  by  suspicion  of  compulsion,  and 
that,  therefore,  pains  should  be  taken  to  make  clear  to  him  that 
a  great  opportunity  is  offered  for  his  benefit,  as  -svell  as  for  the 
benefit  of  his  employer. 

In  reaching  men  and  women  and  recruiting  classes  the  active 
co-operation  of  foremen  should  be  enlisted,  for  they  reach  the 
mass  of  the  employees  through  their  leaders.  Every  plant  should 
have  a  supervisor  of  the  work,  who  should  keep  in  close  touch 
with  the  work  of  the  schools  and  so  insure  the  greatest  possible 
attendance. 

In  industrial  plants  use  may  be  made  of  many  of  the  better 
educated  employees,  such  as  foremen,  office  employees,  and  others, 
to  serve  as  teachers.  Where  practicable,  public  school  teachers 
may  also  be  used.  So  far  as  possible,  teachers  should  be  selected 
who  are  conversant  with  the  lives  and  civic  needs  of  those  they 
are  to  teach.  Instruction,  to  be  most  effective,  must  be  adapted 
to  the  experience  and  wants  of  the  learner.  Success  will  depend 
upon  care  in  the  selection  of  teachers. 

If  teachers  appointed  have  had  no  special  training  for  this 
service,  classes  for  this  purpose  should  be  arranged.  Anyone 
taking  up  this  work  for  the  first  time  can  find  a  number  of  books 
on  teaching  English  to  foreigners.  The  most  successful  system, 
perhaps,  is  that  of  Dr.  Peter  Eoberts,  "  The  Teacher's  Manual : 
English  for  Coming  Americans."  This  can  be  purchased  for 
fifty  cents  from  Associated  Press,  347  Madison  avenue,  Xew 
York  City. 

A  superintendent  of  schools  who  takes  a  lively  interest  in  this 
work  may  do  a  great  deal  to  help  establish  such  classes  in  the 
industries  of  his  town.  He  may  meet  committees  of  business  men 
and  go  over  the  whole  situation  with  them,  showing  them  the 
importance  of  the  work  in  their  business  and  arousing  in  them  a 
spirit  of  co-operation.  When  they  are  once  convinced,  the  work 
will  go  On  with  a  high  degree  of  success. 


4080  Citizenship  Training  in  Other  States 

In  the  work  of  evening  schools  there  are  two  important  prob- 
lems, similar  to  those  in  industries,  but  more  complex: 

(1)  The  recruiting  of  classes. 

(2)  The  selection  and  training  of  teachers. 

In  recruiting  classes,  while  a  little  may  be  accomplished 
through  the  use  of  posters  and  printed  advertisements,  personal 
contact  is  more  efficient.  An  effective  method  is  to  get  a  list  of 
individuals  and  through  the  children  of  the  day  schools  send 
letters  inviting  them  to  the  school.  Keep  a  record  of  the  letters 
and  the  results.  If  those  who  have  been  invited  do  not  come, 
send  a  second  letter.  A  third  letter  usually  produces  results  in 
most  obstinate  instances. 

Try  to  interest  the  padrone  or  race  leader,  and  secure  his 
co-operation.  Get  the  aid  of  the  priests  and  leaders  of  the  foreign 
language  schools  and  churches. 

When  classes  are  started  encourage  the  members  to  invite  their 
friends.  If  the  work  of  the  teachers  of  these  classes  is  meeting 
the  needs  of  the  pupils,  the  classes  will  keep  up  and  increase  in 
number.  A  teacher  should  be  provided  for  each  fifteen  pupils 
in  average  attendance. 

The  selection  of  teachers  is  important,  because  the  control  of 
evening  schools  cannot  be  so  firm  as  that  of  classes  in  industrial 
plants,  where  the  individual  comes  in  contact  with  those  interested 
in  his  progress  every  day.  No  tea<*her  should  be  employed  who 
has  not  a  vital  interest  in  the  work  and  will  not  put  his  whole 
soul  into  the  work. 

There  is  one  other  feature  of  Americanization  that  belongs 
more  exclusively  to  the  evening  school  than  to  the  day  school  in 
an  industrial  plant,  and  that  is  the  Americanization  of  mothers. 
In  most  foreign  countries  woman  has  not  had  the  standing  either 
educationally  or  socially  that  she  has  in  America.  Failure  to 
reach  women  of  foreign  birth  may  involve  failure  to  Americanize 
their  families.  Children  are  largely  trained  and  disciplined  by 
their  mothers.  Unless  the  mothers  can  be  Americanized,  the 
home  and  social  opportunities  of  the  race  must  suffer.  One  of 
the  best  ways  to  reach  the  mother  is  through  the  employment  of 
a  home  or  visiting  teacher,  who  can  establish  contact  and  sympa- 
thetic understanding  between  home  and  school.  Through  the 
personal  efforts  of  the  visiting  teacher  afternoon  classes  may  be 
established  for  women,  and  many  of  the  customs  and  ideals  of 
American  womanhood  may  be  firmly  impressed,  as  well  as  a  better 


Rhode  Island  4081 

knowledge  of  the  English  language.  School  committees  in  towns 
in  which  the  number  of  non-English-speaking  residents  is  con- 
siderable should  consider  this  an  important  part  of  the  American- 
ization program. 

With  the  hope  that  a  vital  interest  in  Americanization  may- 
awaken  a  demand  for  further  information  a  bibliography  is 
appended. 

Chapter   1903 
An  Act  in  Amendment  of  and  in  Addition  to  Chapter  1802  of 
the  Public  Laws,  entitled  ^'An  Act  to  Promote  Americaniza- 
tion," passed  at  the  January  Session.     A.  D.  1919. 

(Approved  April  23,   1920.) 

It  is  etiacted  by  the  General  Assembly  as  follows: 

Section  1.  Chapter  1802  of  the  public  laws,  entitled  "An  act 
to  promote  Americanization,"  passed  at  the  January  session, 
A.  D.  1919,  is  hereby  amended  by  adding  thereto  the  following 
sections : 

§  7.  The  truant  officer  or  truant  officers  appointed  by  the  school 
committee  in  compliance  with  the  provisions  of  section  3  of  chap- 
ter 72  of  the  general  laws,  shall,  under  the  direction  of  the  school 
committee,  inquire  into  all  cases  of  irregular  attendance  or  of 
failure  or  neglect  to  attend  upon  instruction  in  compliance  with 
the  requirements  of  this  chapter,  and  shall  be  authorized  to  make 
complaints  in  case  of  violation  of  the  compulsory  attendance  pro- 
visions of  this  chapter,  and  to  serve  legal  processes  issued  in  pur- 
suance of  this  chapter:  Provided,  that  no  truant  officer  complain- 
ing under  the  provisions  of  this  chapter  shall  be  required  to  give 
surety  for  costs,  and  no  such  officer  shall  become  liable  for  any 
costs  that  may  ac-crue  on  such  complaint. 

§  8.  The  superintendent  of  schools  of  every  town  ohall  an- 
nually, on  or  before  the  first  day  of  October,  notify  the  state  board 
of  education  in  writing  of  the  number  and  location  and  hours  of 
session  of  schools  established  and  maintained  bv  the  school  com- 
mittee  in  compliance  Avith  the  provision  of  section  one  of  this  chap- 
ter and  thereafter  shall  give  immediate  and  similar  notice  of  any 
school  or  schools  subsequently  established  during  the  school  3'ear. 

§  2.  This  act  shall  take  effect  upon  its  passage,  and  all  acts 
and  parts  of  acts  inconsistent  herewith  are  hereby  repealed. 


4082  Citizenship  Training  in  Other  States 

5.  Letter  from  Howard  E.  Branch,  Editor  "  G.  F.  E.  Topics,"  General 
Fire  Extinguisher  Company,  Providence,  November  28,  1919: 

"We  have  not  as  yet  tackled  this  proposition  very 
thoroughl}',  but  are  planning  to  in  the  near  future  and  have 
considered  doing  this  with  the  assistance  of  the  Inter-racial 
Council,  which  are,  as  you  undoubtedly  know,  taking  this 
matter  up." 


CHAPTER  XXXVII 

South  Carolina 

J.  E.  SwEARiNGTON,  State  Superintendent  of  EducaUon,  Columh'iSL 
Letter,  October  25,  1919.     School  Laws  not  Available. 

1.  Letter  from  J.  E.  Swearington,  State  Superintendent  of  Education, 
Columbia,  October  25,  1919: 

"  Fortunately,  South  Carolina  has  no  immigrant  problem. 
Our  population  is  almost  altogether  native-born  Americans. 
Ignorance  and  illiteracy  are  too  prevalent,  especially  among 
the  negroes.  We  are  doing  all  we  can  to  blot  out  this  prob- 
lem in  South  Carolina  bv  conducting-  schools  for  adult  illiter- 
ates  and  night  schools. 

"  In  reply  to  your  request  for  my  views  concerning  the 
foreigner  problem,  I  feel  that  such  views  are  merely  theo- 
retical. At  the  same  time,  I  am  convinced  that  no  adult 
should  be  allowed  to  remain  in  America  unless  he  is  willing 
to  master  the  ordinary  English  of  the  shop  and  the  newspaper. 
A  foreigner  who  clings  to  his  foreign  tongue  ought  not  be 
allowed  to  stay  here. 

''  Foreign  language  newspapers  should  carry  paralleled 
translations  of  all  articles  in  English.  The  English  language 
should  be  the  exclusive  basis  of  all  instruction  in  the  elemen- 
tary grades. 

"  I  believe  in  welcoming  desirable  foreigners  to  our  shores, 
provided  they  come  among  us  to  join  hands  with  us,  cast  in 
their  lots  with  us  and  make  America  their  home." 

[4083] 


CHAPTER  XXXVIII 
South  Dakota 

Feed  L.   Shaw,   Superintendent  of  Public  Instruction,  Pierre. 
Bulletin,  "  The  School  Laws  of  South  Dakota,  1919." 

1.     State  Legislation  —  Compulsion  for  Minors  and  Minors  of 

Employment  Age 

School  Laws  of  South  Dakota-,  1919.     Chapter  11.     Article  5. 

7642.  General  Requirements.  Every  person  having  under  his 
control  a  child  of  the  age  of  eight  years  and  not  exceeding  the  age 
of  sixteen  years  shall,  annually,  cause  such  child  to  regularly 
attend  some  public  school  or  private  day  school,  for  the  entire 
annual  term  during  which  the  public  school  in  the  district  in 
which  such  person  resides  is  in  session,  until  such  child  shall  have 
completed  the  first  eight  grades  of  the  regular  common  school  course 
or  shall  have  completed  a  course  in  a  private  day  school  equivalent 
to  the  first  eight  grades  of  the  regular  common  school  course; 
provided,  that  the  district  school  board  or  board  of  education,  as 
the  case  may  be,  may,  after  such  child  shall  have  completed  the 
sixth  grade  or  its  equivalent,  decrease  the  required  term  of  attend- 
ance to  not  less  than  sixteen  continuous  weeks  in  each  year  until 
such  child  shall  have  completed  the  eighth  grade  of  the  regular 
common  school  course  or  its  equivalent,  or  shall  have  reached  the 
age  of  sixteen  years;  and  provided,  further,  that  this  section  shall 
not  apply  to  a  child  otherwise  instructed  by  a  competent  person 
and  for  a  like  period  of  time  in  the  branches  taught  in  the  public 
schools,  or  a  child  who  has  already  acquired  the  branches  of  learn- 
ing taught  in  the  public  schools  or  whose  physical  or  mental  con- 
dition is  such  as  to  render  his  attendance  at  school,  as  herein- 
before required,  unsafe,  impracticable  or  harmful  either  to  such 
child  or  others;  provided,  further,  that  all  such  instruction  shall 
be  given  only  and  entirely  in  the  English  language. 

2.  State  legislation  —  Compulsion  for  Minors  Between  Sixteen  and 

Twenty-one 

School  Laws  of  South  Dakota,  1919.     Chapter  "Relating  to  Com- 
pulsory Education."     (See  pp.  77,  78.) 

1.  All  persons  between  the  ages  of  sixteen  and  twenty-one  years, 
inclusive,  who  are  not  physically  or  mentally  disqualified,  and 

[40841 


South  Dakota  4085 

who  do  not  possess  the  ability  to  s^ijeak,  read  and  write  the  Eng- 
lish language  as  is  required  for  the  completion  of  the  fifth  grade 
in  public  schools  of  this  state,  shall  attend  public  evening  school 
classes  for  at  least  eight  hours  each  week  during  the  entire  time 
that  evening  school  classes  of  the  proper  grade  shall  be  in  session 
in  the  school  district  within  iive  miles  of  his  or  her  place  of 
residence  or  until  the  necessary  ability  has  been  acquired ;  Pro- 
vided, that  regular  attendance  at  a  public  day  or  part-time  school 
shall  be  accepted  in  place  of  attendance  at  evening  school  classes. 

The  clerk  of  each  school  district  in  this  state  shall  at  the  time 
of  taking  the  regular  school  census,  prepare  and  deliver  to  the 
County  Superintendent  of  Schools  a  list  of  all  persons  in  such 
district  who  are  known  or  deemed  to  come  under  the  provisions 
of  this  act. 

The  State  Superintendent  of  Public  Instruction  may  also 
require  any  teachers  or  superintendent  or  clerk  of  any  school  dis- 
trict board  to  prepare  and  furnish  to  him  on  or  before  the  first 
day  of  June  in  any  year  a  list  containing  the  names  of  persons 
within  their  respective  districts  who  are  deemed  to  be  subject  to 
the  provisions  of  this  act. 

The  determination  as  to  the  persons  who  shall  be  subject  to 
the  provisions  of  this  act  shall  be  made  by  examination  to  be 
held  by  the  County  Superintendent  or  other  authorized  person 
under  rules  to  be  prescribed  by  the  State  Superintendent  of  Public 
Instruction.  The  District  School  Board,  the  County  Superin- 
tendent of  Schools,  and  the  State  Superintendent  of  Public 
Instruction,  or  any  one  of  them,  may  direct  any  person  to  take 
such  examinations,  and  the  failure  of  such  persons  to  take  such 
examinations  shall  be  construed  as  evidence  that  they  are  subject 
to  the  provisions  of  this  section. 

2.  Any  person  subject  to  the  provisions  of  Section  1  of  this 
act  who  shall  wilfully  violate  its  provisions,  shall  upon  convic- 
tion be  punished  by  a  fine  of  not  less  than  twenty-five  (25)  dollars, 
nor  more  than  one  hundred  (100)  dollars,  or  by  imprisonment  in 
the  county  jail  not  less  than  ten  (10)  nor  more  than  thirty  (30) 
days,  or  both  such  fine  and  imprisonment  in  the  discretion  of  the 
Court  for  each  separate  offense.  The  parent,  guardian,  or  person 
sustaining  the  relation  of  loco  parentis  of  any  person  subject 
to  the  provision  of  Section  1  of  this  act  shall  be  held  respon- 
sible for  the  school  attendance  of  such  person.  The  failure 
to  maintain  a  regular  attendance  during  each  school  month  at  an 


4086  Citizenship  Training  in  Other  States 

evening  school  wliich  is  in  session  in  that  district  shall  constitute 
a  separate  offense  for  the  purpose  of  this  section. 

3.  The  District  School  Board  or  Board  of  Education  of  any 
school  district  may,  and  upon  the  direction  of  the  Superintendent 
of  Public  Instruction  shall,  establish  and  maintain  for  at  least 
eight  hours  per  week  during  a  period  of  twenty-five  weeks,  or  for 
a  total  of  200  hours  during  the  school  year,  evening  school  classes 
in  English,  the  fundamental  principles  of  the  Constitution, 
American  history,  and  such  other  subjects  as  bear  on  American- 
ization as  a  paii;  of  the  public  schools;  Provided,  that  no  districi; 
shall  be  required  to  maintain  a  class  for  fewer  pupils  than  a 
minimum  number  to  be  determined  by  the  State  Superintendent 
of  Public  Instruction.  Such  classes  shall  be  organized  to  meet 
the  needs  of  persons  subject  to  the  provisions  of  Section  1  of  this 
act,  and  such  classes  shall  be  held  at  such  places  that  in  the 
opinion  of  the  State  Superintendent  of  Public  Instruction  are 
deemed  most  accessible  to  the  members  of  the  class. 

3.  State  Legislation  —  Patriotic  Measures 

Special  Session  of  Fifteenth  Legislature.     1818.     Chapter  39. 
RELATING  TO  INSTRUCTION  IN  PATRIOTISM 

AN  ACT  entitled  "An  act  Requiring  Instruction  in  Patriotism 
in  All  Educational  Institutions,  Both  Public  and  Private,  in 
this  State." 
Be  it  enacted  hy  the  Legislature  of  the  State  of  Dakota: 

1.  In  all  educational  institutions  in  this  state,  whether  public 
or  private,  one  hour  each  week  in  the  aggregate  shall  be  devoted 
to  the  teaching  of  patriotism,  and  the  singing  of  patriotic  songs 
and  the  reading  of  patriotic  addresses,  and  a  study  of  the  lives 
and  history  of  our  great  American  patriots. 

2.  It  shall  be  the  duty  of  all  instructors,  and  of  all  school 
officers  and  superintendents,  to  enforce  the  provisions  of  this  act, 
and  any  person  who  shall  fail,  neglect  or  refuse  to  enforce  the 
provisions  of  this  act  shall  be  deemed  guilty  of  a  misdemeanor, 
and  on  conviction  shall  be  subject  to  a  fine  of  not  less  than  five 
nor  more  than  one  hundred  dollars,  or  imprisonment  in  a  county 
jail  not  less  than  five  nor  more  than  thirty  days,  or  by  both  such 
fine  and  imprisonment,  in  the  discretion  of  the  court. 


South  Dakota  4Q87 

3.  It  shall  be  the  duty  of  the  State  Superintendent  of  Puhlio 
Insti-uction  to  revoke  the  certificate  of  any  instructor  in  any 
school  in  this  state,  who  shall  fail,  neglect  or  refuse  to  enforce  the 
provisions  of  this  act. 

Approved  March  23,  1918. 

School  Laws  of  South  Dakota.  191i9.  Page  82,  Chapter  3,  Section 
7660. 
7660.  Instruction  in  Patriotism.  In  every  educational  institu- 
tion in  this  state,  whether  public  or  private,  one  hour  each  week 
in  the  aggi-egate  shall  be  devoted  to  the  teaching  of  patriotism,  the 
singing  of  patriotic  songs,  the  reading  of  patriotic  addresses,  and 
a  study  of  the  lives  and  history  of  American  patriots.  It  shall 
be  the  duty  of  all  instructors,  and  of  all  school  officers  and  super- 
intendents, to  force  the  provisions  of  this  section  and  any 
person  who  shall  fail,  neglect  or  refuse  to  enforce  its  provisions 
shall  be  deemed  guilty  of  a  misdemeanor,  and  upon  conviction 
thereof  shall  be  punished  by  a  fine  of  not  less  than  five  nor  more 
than  one  hundred  dollars,  or  by  imprisonment  in  the  county  jail 
not  less  than  five  nor  more  than  thirty  days,  or  by  both  such  fine 
and  imprisonment.  It  shall  be  the  duty  of  the  Superintendent 
of  Public  Instruction  to  revoke  the  certificate  of  any  instructor 
in  any  school  in  this  state,  who  shall  fail,  neglect  or  refuse  to 
enforce  the  provisions  of  this  section. 

School  Laws  of  South  Dakota.    1919,  Chapter  11,  Article  1. 

7631.  Ethical  Instruction.  Moral  instruction  intended  to  impress 
upon  the  mind  of  pupils  the  importance  of  truthfulness,  temper- 
ance, purity,  public  spirit,  patriotism,  respect  for  honest  labor, 
obedience  to  parents  and  due  deference  to  old  age  shall  be  given 
by  every  teacher  in  the  public  service  of  the  state. 

4.  Americanization  of  South  Dakota 

Issued  by  Department  of  Public  Instruction  Fred  L.   Shaw,  Superintendent, 

August,    1919. 

]\I.  M.  GUHIN, 

Director    of    Americanization    and    Civic    Training 

a.  A  South  Dakotan's  Creed 
"  I  believe  in  South  Dakota,  in  the  fertility  of  her  soil,  the 
warmth  of  her  sunshine,   and   the  nurturing  tenderness  of  her 
winter   snows;    I   believe   in   the   simple   beauty   of  her   rolling 


4088  Citizenship  Training  in  Other  States 

prairies  and  the  more  pretentious  splendor  of  her  western  hills. 
I  believe  in  her  government,  and  in  her  institutions  of  home  and 
church  and  school.  I  believe  in  the  sturdy,  intelligent  manhood 
of  her  sons,  and  the  chaste  womanhood  of  her  daughters;  the 
hundred  per  cent.  Americanism  of  her  wdiole  people.  I  believe 
that  under  the  skies  of  South  Dakota  will  continue  to  grow  and 
prosper  an  intelligent,  patriotic  and  God-fearing  people  amply 
able  to  work  out  and  solve  the  perplexing  problems  of  the  future 
as  they  have  those  of  the  past,  I  believe  that  as  the  bright  noon- 
day sun  is  only  the  fulfillment  of  the  morning  prophecy  of  its 
dawning  splendor,  so  the  accomplishments  of  our  state  today  are 
the  monuments  of  the  hardy  pioneers  of  yesterday.  I  believe 
that  as  the  gorgeous  tints  of  the  sunset  skies  predict  the  coming 
of  a  bright  tomorrow,  the  proud  record  and  accomplishments  of 
South  Dakota  surely  point  to  a  state  whose  star  shall  outshine 
all  others  in  the  flao;  of  our  countrv." — Fred  L.  Shaw. 

b.    The  Goal  of  Americanization  Training 

In  view  of  the  commonly  recognized  need  for  adequately 
trained  Americanization  workers,  the  University  of  ^Minnesota 
has  established  an  Americanization  Training  Course  the  object 
of  which  will  be  to  afford  fundamental,  scientific,  and  practical 
training  for  men  and  women  who  wish  to  engage  in  any  phase 
of  the  important  and  developing  w'ork  of  Americanization. 

Perhaps  the  value  of  this  specialized  Americanization  training 
may  be  best  summed  up  if  we  state  the  gains  to  be  aimed  at  for 
the  individual  most  concerned,  namely,  the  immigrant. 

First.  The  most  important  thing  the  immigrant  should  get 
from  the  trained  Americanization  worker  is  the  certaintv  that 
the  worker  stands  for  the  best  forces  in  America  reaching  out  in 
a  democratic  way  to  help  him  in  his  difficult  problems  of  new 
world  adjustment.  Too  often  the  immigrant  is  the  prey  of  the 
evil  forces  in  America.  The  trained  Americanization  worker 
should  stand  to  him  for  all  the  good  America  has  to  offer. 

Second.  The  immigrant  should  feel  the  certainty  that  the 
worker  understands  him  and  his  racial  group ;  that  he  knows  their 
peculiar  strengths  and  weaknesses;  that  he  knows  the  political, 
industrial,  and  social  conditions  under  which  they  lived  in  their 
home  country,  why  they  came  to  America,  the  conditions  in 
which  they  find  themselves  in  America;  that  he  realizes  their 
problems  here,  their  causes  of  discontcMit,  and  what  they  need  in 


South  Dakota  4089 

order  to  fit  themselves  happily  and  successfully  Into  the  complex 
life  of  America. 

Third.  The  immigrant  from  any  one  of  the  sixty  odd  racial 
groups  represented  in  America  should  get  from  the  trained 
worker  the  special  educational,  industrial,  political,  or  other 
guidance  which  he  needs  to  adjust  himself  to  American  life; 
the  needs  will  vary  with  each  group. 

Fourth.  The  immigrant  should  acquire  the  language  of 
America  so  far  as  he  is  able.  But  it  must  be  remembered  that 
many  immigrants  are  too  old  or  too  much  occupied  with  earning  a 
living  to  learn  the  language  of  America  well  enough  to  have  it 
become  the  language  in  which  they  think,  and  that  for  some 
time  wise  use  must  be  made  in  Americanization  work  of  the 
foreign  tongue  and  the  foreign  press. 

Fifth.  The  immigrant  should  get  a  realization  of  the  real 
meaning  of  America  —  of  the  ideals  of  her  founders,  of  her  tradi- 
tions, of  her  standards,  of  her  institutions,  and  of  her  hopes. 
He  should  get  sane  ideas  of  social  and  economic  adjustments 
which  are  truly  democratic,  and  of  the  best  ways  for  him  to  help 
in  these  adjustments. 

Sixth.  The  immigrant  should  get  from  the  worker  encourage- 
ment to  put  into  America  all  the  talents,  crafts,  and  ideals  for 
good  which  he  brings  with  him,  to  develop  them  in  harmony  with 
the  best  ideals  of  America,  and  so  make  his  contribution  to  endur- 
ing American  culture.  He  should  be  led  to  prize  the  things 
which  are  his  own  which  make  for  good  in  America.  On  the 
other  hand,  he  should  get  clearly  a  realization  that  his  practices 
and  characteristics  which  are  weaknesses  in  x^merica  should  be 
done  away  with  as  quickly  and  as  completely  as  possible. 

■Seventh.  The  immigrant  should  get  such  a  sympathetic  under- 
standing of  the  other  foreign  peoples  in  America  that  old  world 
jjrejudices  will  tend  to  die,  and  confidence  will  be  established 
among  all  groups  here  so  that  they  may  have  fair  and  square 
dealings  with  one  another. 

Eighth.  The  immigrant  should  get  from  the  Americanization 
w^orker  the  definite  feeling  that  the  worker  stands  in  a  real  sense 
as  an  advocate  of  the  immigrant  against  race  discriminations  and 
unjust  treatment.  It  is  ti-ue  that  as  Americans  our  practices 
too  often  lag  behind  our  democratic  ideals,  but  a  just  and  intelli- 
gent interpretation  of  America  to  the  immigrant,  and  of  the 
immigrant  to  the  quick  sense  of  a  fair  play  of  the  American, 


4000  Citizenship  Tkaining  iisr  Othek  States 

will  do  miicli  to  bring  about  a  sense  of  justice  and  real  democracy 
toward  the  foreigner  wbicti  is  tlie  foundation  of  all  tnie 
Americanization. 

Ninth.  Finally,  the  immigrant  should  get  as  a  result  of  the 
entire  effort  of  the  trained  Americanization  worker  such  a  funda- 
mental and  sympathetic  understanding  of  America  that  he  will 
necessarily  develop  a  love  and  loyalty  for  our  country,  a  desire 
to  remain  here,  to  become  an  American  citizen,  and  to  bear  all 
the  citizenship  burdens  of  the  nation  in  its  continuous  reconstruc- 
tion toward  a  better  realization  of  its  democratic  ideals. — Albert 
Ernest  Jenks. 

c.    An  Act  to  Promote  Americanization 
Chapter  169,  Session  Laws  of  1919. 

An  Act  entitled,  "An  Act  to  promote  Americanization  by  requir- 
■  ing  school  attendance  of  persons  between  the  ages  of  sixteen 
and  twenty-one  years,  inclusive,  who  do  not  speak,  read  and 
write  the  English  language  equivalent  to  the  requirement  for 
the  fifth  grade  in  our  public  schools,  providing  for  the 
establishment  and  maintenance  of  evening  school  classes,  and 
malving  the  state  sheriff  ex-officio  truant  officer,  and  provid- 
ing for  an  appropriation. 

Be  it  enacted  by  the  Legislature  of  the  State  of  South  Dakota : 
Section  1.  All  persons  between  the  ages  of  sixteen  and  twenty- 
one  years,  inclusive,  who  are  not  physically  or  mentally  dis- 
qualified, and  who  do  not  possess  the  ability  to  speak,  read  and 
write  the  English  language  as  is  required  for  the  completion  of 
the  fifth  grade  in  the  public  schools  of  this  state,  shall  attend 
public  evening  school  classes  for  at  least  eight  hours  each  week 
during  the  entire  time  that  evening  school  classes  of  the  proper 
grade  shall  be  in  session  in  the  school  district  within  five  miles 
of  his  or  her  place  of  residence  or  until  the  necessary  ability  has 
been  acquired;  provided,  that  regular  attendance  at  a  public  day 
or  part-time  school  shall  be  accepted  in  place  of  attendance  at 
evening  school  classes. 

The  clerk  of  each  school  district  in  this  state  shall  at  the  time 
of  taking  the  regular  school  census,  prepare  and  deliver  to  the 
County  Superintendent  of  Schools  a  list  of  all  persons  in  such 
district  who  are  known  or  deemed  to  come  under  the  provisions 
of  this  act. 


South  Dakota  4091 

The  State  Superintendent  of  Public  Instruction  niny  also 
require  any  teacher  or  superintendent  or  clerk  of  any  school  dis- 
trict board  to  prepare  and  furnish  to  him  on  or  before  the  first 
day  of  June  in  any  year  a  list  containing  the  names  of  persons 
within  their  respective  districts  who  are  deemed  to  be  subject 
to  the  provisions  of  this  act. 

The  determination  as  to  the  persons  who  shall  be  subject  to  the 
provisions  of  this  act  shall  be  made  by  examination  to  be  held 
by  the  county  superintendent  or  other  authorized  person  under 
niles  to  be  prescribed  by  the  State  Superintendent  of  Public 
Instruction,  The  District  School  Board,  the  County  Superin- 
tendent of  Schools  and  the  State  Superintendent  of  Public 
Instruction  or  any  one  of  them  may  direct  any  persons  to  take 
such  examinations  and  the  failure  of  such  persons  to  take  such 
examinations  shall  be  construed  as  evidence  that  they  are  subject 
to  the  provisions  of  this  section. 

Section  2.  Any  person  subject  to  the  provisions  of  section  1  of 
this  act  who  shall  wilfully  violate  its  provisions  shall,  upon  con- 
viction, be  punished  by  a  fine  of  not  less  than  twenty-five  (25) 
dollars,  nor  more  than  one  hundred  (100)  dollars,  or  by  imprison- 
ment in  the  county  jail  not  less  than  ten  (10)  nor  more  than 
thirty  (30)  days,  or  both  such  fine  and  imprisonment  in  the  dis- 
cretion of  the  court  for  each  separate  offense.  The  parent, 
guardian,  or  persons  sustaining  the  relation  of  loco  parentis  of 
any  person  subject  to  the  provisions  of  section  1  of  this  act  shall 
be  held  responsible  for  the  school  attendance  of  such  person. 
The  failure  to  maintain  a  regular  attendance  during  such  school 
month  at  an  evening  school  which  is  in  session  in  that  district 
shall  constitute  a  separate  offense  for  the  purposes  of  this  section. 

Section  3.  The  District  School  Board  or  Board  of  Education. 
of  any  school  district  may,  and  upon  the  direction  of  the  Superin- 
tendent of  Public  Instruction  shall,  establish  and  maintain  for 
at  least  eight  hours  per  week  during  a  period  of  twenty-five  weeks, 
or  for  a  total  of  200  hours  during  the  school  year,  evening  school 
classes  in  English,  the  fundamental  principles  of  the  Constitu- 
tion, American  history,  and  such  other  subjects  as  bear  on  Amer- 
icanization as  a  part  of  the  public  schools ;  provided,  that  no  dis- 
trict shall  be  required  to  maintain  a  class  for  fewer  pupils  than  a 
minimum  number  to  be  determined  by  the  State  Superintendent 
of  Public  Instruction.  Such  classes  shall  be  organized  to  meet 
the  needs  of  the  persons  subject  to  the  provisions  of  section  1 


4092  CiTizEisrsHip  TKAiJsriNG  in  Otiiei;  States 

of  this  act,  and  such  chisses  shall  be  held  at  such  places  that  in 
the  opinion  of  the  State  Superintendent  of  Public  Instruction 
are  deemed  most  accessible  to  the  members  of  the  class. 

Section  -i.  The  District  School  Board  or  Board  of  Education 
of  any  school  district  may,  and  upon  the  direction  of  the  State 
Superintendent  of  Public  Instruction  shall,  establish  and  main- 
tain as  a  part  of  the  public  schools,  evening  school  classes  in  any 
subjects  for  which  there  may  exist,  in  the  opinion  of  the  State 
Superintendent  of  Public  Instruction  among  persons  over  sixteen 
years  of  age  a  sufficient  demand;  provided,  that  no  school  district 
shall  be  required  to  establish  or  maintain  a  class  for  less  than 
a  minimum  number  of  persons  to  be  determined  by  the  State 
Superintendent  of  Public  Instruction,. 

Section  5.  A  part,  not  to  exceed  one-half,  of  the  salaries  of 
teachers  and  the  expenses  of  maintenance  of  evening  school  classes 
established  under  the  provisions  of  this  act  shall  be  paid  from 
funds  hereinafter  appropriated.  Such  payment  shall  be  made 
only  upon  sworn  statements  of  expenditures  for  salaries  of 
teachers  and  expenses  of  maintenance  under  rules  made  by  the 
State  Superintendent  of  Public  Instruction.  'No  payments  shall 
be  made  for  salaries  of  teachers  in  classes  established  under  the 
provisions  of  section  3  of  this  act  unless  such  classes  shall  have 
been  conducted  for  the  minimum  time  therein  stated,  except  by 
special  action  of  the  State  Superintendent  of  Public  Instruction, 

Section  6.  The  State  Superintendent  of  Public  Instruction 
shall  make  regulations  regarding  the  examinations  prescribed 
by  Section  1  of  this  act,  shall  make  regulations  regarding  condi- 
tions under  which  it  will  direct  the  establishment  of  evening 
school  classes,  shall  make  regulations  regarding  the  regular  attend- 
ance required  in  the  various  sections  of  this  act,  shall  determine 
the  minimum  number  of  pupils  for  which  evening  school  classes 
shall  be  organized  and  maintained,  shall  arrange  for  state  super- 
vision of  work  done  under  the  various  school  districts  for  portions 
of  the  funds  hereinafter  appropriated,  and  shall  make  any  other 
regulations  necessary  to  carry  out  the  provisions  of  this  act. 

Provided,  that  any  person  or  persons  more  than  twenty-one 
years  of  age  and  less  than  fifty,  who  do  not  possess  the  ability 
to  read,  write  and  speak  the  English  language  equivalent  to  the 
requirements  for  the  fifth  grade  in  our  State  Course  of  Study, 
for  the  common  schools,  may  attend  during  good  behavior  free 


South  Dakota  409 


o 


of  charge  any  of  the  special  classes  established  under  the  pro- 
visions of  this  act. 

Section  7.  The  regular  attendance  required  by  this  act  shall 
be  secured  in  the  same  manner  and  under  the  direction  of  the 
same  officers  as  is  provided  by  law  for  the  compulsory  regular 
attendance  at  any  other  public  schools  or  classes. 

Section  8.  For  the  purpose  of  defraying  the  expenses  of  main- 
taining evening  school  classes  and  of  enforcing  the  provisions  of 
this  act,  there  is  hereby  appropriated  out  of  any  moneys  in  the 
State  Treasury,  not  otherwise  appropriated,  the  sum  of  $15,000  or 
so  much  thereof  as  may  be  necessary  for  the  purpose  for  each  of 
the  fiscal  years  ending  June  30,  1920,  and  1921.  This  appro- 
priation shall  be  expended  by  warrants  of  the  state  auditor  upon 
the  State  Treasurer  on  duly  sworn  itemized  vouchers  approved 
by  the  State  Superintendent  of  Public  Instruction. 

Section  9.  The  State  Sheriff  shall  be  ex-officio  truant  officer, 
and  is  hereby  charged  with  the  enforcement  of  the  provisions  of 
this  act  as  well  as  all  laws  of  this  state  relating  to  compulsory 
attendance  of  persons  of  school  age. 

d.   What  Americanization  Is 

Americanization  is  the  proper  adjustment  between  the  foreigner 
and  the  American  to  conditions  in  America.  The  Carneciie  Sur- 
vey  Commission  defines  Americanization  "  as  the  process  of  unit- 
ing new  with  native-born  Americans  in  a  fuller  common  under- 
standing to  secure  by  means  of  self-government  the  highest  wel- 
fare of  all." 

On  the  part  of  Americans  it  implies  that  they  shall  become 
more  conscious  and  appreciative  of  the  heritages  that  our  immi- 
grant population  brings  to  us  from  older  civilizations  and  their 
value  when  assimilated  in  our  national  life.  They  must  realize 
that  America  is,  and  always  has  been,  a  composite  nation  into 
which  have  been  merged  the  ideals,  institutions,  literatures,  man- 
ners, customs,  and  national  characteristics  of  nearly  eveiy  nation 
in  Europe.  They  must  assume  an  attitude  of  true  democracy 
and  look  upon  the  immigrant  as  a  human  being,  and  not  a  speci- 
men of  some  other  species.  They  must  themselves  know  what 
the  outstanding  national  characteristics  of  American  life,  thought, 
and  actions  are  so  that  they  may  be  able  to  interpret  these 
"Americanisms"  fairly  to  the  immigrant. 


4094  CiTiZEJv^SHip  Training  in  Other  States 

The  immigrant  must  realize  tliat  there  is  no  principle  of  racial, 
national,  or  religious  persecution  here,  and  that  any  evidence  of 
such  is  not  due  to  the  American  spirit.  He  must  realize  that, 
coming  of  his  own  free  will,  he  tacitly  accepts  America  and  all 
that  it  imjjlies.  By  immigrating  to  America  he,  per  se,  accepted 
our  form  of  government,  language  and  institutions.  He  could 
not  possibly  expect  to  perpetuate  his  own  country  in  the  United 
Sta:tes.  If  this  were  reasonable,  then,  according  to  our  own  princi- 
ple of  self-deteraiination,  we  should  have  at  least  fifty  nations  here 
before  1920 ;  for  if  the  nationalistic  spirit  is  recognized  in  Europe 
and  insisted  upon,  particularly  by  America's  representatives  at 
the  World  Conference,  surely  it  would  be  logical  that  the  same 
principle  should  operate  here,  and  we  should  have  thousands  of 
little  Germanys,  Italys,  and  ISTorways  asserting  their  right  to  a 
national  existence  in  America.  Our  insistence  upon  the  use  of 
the  American  language,  as  the  common  means  of  inter-communi- 
cation, has  nothing  in  common  with  the  language  persecutions 
in  Europe;  but  the  foreigner  who  insists  upon  a  foreign  language 
as  the  medium  of  conveying  thought  in  an  American  community, 
in  reality  takes  the  same  position  as  did  Russia  when  it  proscribed 
the  Polish  language;  indeed,  his  position  is  more  untenable 
than  Russia's,  for  to  be  a  parallel  case  we  would  need  to  assume 
that  this  American  community  is  subject  to  the  autocratic  control 
of  the  country  from  which  the  immigrant  came.  If  an  American 
community  is  subject  to  Russia,  then  by  all  means  use  the  Russian 
language;  but  if  it  is  a  part  of  America,  the  American  language 
must  be  the  means  of  communication. 

Americanization  means  for  all  of  us  an  increased  devotion 
to  our  nation  and  a  desire  to  grasp  more  firmly  its  fundamental 
principles.  The  war  has  made  us  feel  a  personal  responsibility 
to  the  government ;  Americanization  proposes  to  perpetuate  this 
attitude.  It  says  to  all,  "  You  must  help  preserve  the  nation 
saved  from  autocratic  rule;  you  must  make  Democracy  safe  for 
the  world.  In  daily  contact  with  your  fellow  men,  in  your  daily 
routine  of  labor,  and  in  all  situations  you  cannot  escape  the 
responsibility  of  determining  the  ultimate  destiny  of  this  nation. 
It  is  not  tbe  flag,  the  army,  the  navy,  the  President  and  Con- 
gress—  it  is  YOU  who  will  bring  this  nation  toward  a  glorious 
perfection  in  ti-ue  nationalism,  or  destroy  it  in  intercidal  strife." 

"Americanization  is  an  efi'ort  to  assist  the  alien  to  understand, 
to  appreciate,  and  to  partake  of  the  best  in  American  life  and 


South  Dakota  4095 

thought.  It  is  an  eifort  that  will  provide  facilities  that  will 
enable  him  to  become  an  integral  part  of  America  and  its  life. 
It  is  a  movement  to  help  him  share  the  privileges  and  benefits  a 
democracy  has  to  offer  and  to  fit  him  for  the  resposibilities  of  a 
democratic  commonwealth." 

Americanization  is  a  broader  conception  of  the  duty  of  the 
state  in  the  matter  of  education.  Heretofore,  education  has  been 
primarily  for  literates,  not  illiterates.  Very  few  children  in  our 
schools  over  ten  years  of  age  are  unable  to  pass  a  literary  test; 
those  under  that  age  are  not  considered  in  statistics  concerning 
literacy.  If  grade,  high  school,  and  even  college  instruction  is 
provided  for  literates,  why  should  not  at  least  an  elementary  edu- 
cation be  provided  for  illiterates  w^ho  are  capable  of  benefiting 
by  it  ?  In  one  sense  Americanization  is  a  part  of  an  educational 
movement  based  on  the  principle  that  an  intelligent  citizenship 
is  necessary  to  safeguard  the  perpetuity  of  a  democratic  govern- 
ment and  that  those  most  in  need  of  education  should  not  be 
deprived  of  its  privileges. 

Americanization  aims  to  do  away  with  race  prejudice  in  this 
country.  "  Race  prejudice  among  the  peoples  in  America,  one 
for  another,  is  a  vice,  and  the  aim  should  be  to  eradicate  it  so 
far  as  possible.  The  process  will  be  a  two  fold  one:  First,  races 
with  characteristics  undesirable  to  America  must  be  taught  to 
undo  these  causes  of  race  prejudice;  second,  all  races  must  be 
taught  to  know  the  worthy  characteristics  of  the  races  they  are 
I^rejudiced  against  in  order  to  replace  their  prejudice  with 
genuine  sympathy  and  appreciation,  that  all  may  merge  their 
interests,  aspirations,  and  pow^ers  in  the  larger  American  people." 

e.  What  Americanization  Is  Xot 
Americanization  is  not  a  movement  to  nationalize  immigrants 
by  compulsion.  jSTever  in  all  history  has  there  been  such  a  suc- 
cessful assimilation  of  many  peoples  in  such  a  short  time  as  in 
America.  Of  33,000,000  of  foreign  birth  or  parentage  all  but 
10,000,000  have  voluntarily  accepted  American  citizenship  and 
all  but  8,500,000  have  voluntarily  accepted  our  language.  Russia's 
autocratic  rule  in  Poland  for  125  years  failed  either  to  crush  the 
Polish  national  spirit  or  to  do  away  with  the  Polish  language. 
The  secret  of  our  success  in  nationalizing  millions  of  foreigners 
who  endured  untold  persecution  in  their  former  home,  lies  in 
the  fact  that  they  have  NOT  been  under  compulsion  here.    Amer- 


400  G  Citizenship  TRAIXI^"G  ix  Other  States 

icanization  is  a  COXSCIOUS  continuance  of  the  policy  we  have 
always  pursued. 

Americanization  is  ISTOT  an  anti-foreign  language  movement. 
It  would  seem  unnecessary  to  make  this  statement  in  a  country 
that  has  always  looked  upon  the  acquisition  of  a  foreign  language 
as  an  accomplishment  and  evidence  of  culture.  It  will  be  most 
unfortunate  if  we  should  ever  look  upon  an  increased  power  of 
communication,  increased  ability  to  interpret  nationalistic  life, 
and  increased  proficiency  in  the  treasures  of  foreign  literatures 
as  other  than  an  accomplishment  much  to  be  desired.  Amer- 
icanization simply  holds  that  English  is  an  absolute  necessity 
both  to  the  nation  and  to  the  individual  if  he  is  to  avail  himself 
of  the  best  in  our  national  life ;  it  commends  and  appreciates  the 
acquisition  of  any  additional  language  just  as  it  commends 
advancements  in  science  or  art. 

Americanization  is  XOT  primarily  a  movement  to  secure  gen- 
eral knowledge  of  English.  This  is  merely  a  means  to  an  end ;  but 
a  very  necessary  means.  The  end  is  a  genuine  American  citizen- 
ship. An  acquisition  of  English  is  necessary,  because  the  funda- 
mental principles,  constitution  and  laws  of  our  government  which 
the  immigrant  should  know  are  best  expressed  in  English.  The 
final  end  of  Americanization  work  is  patriotism  —  an  admiration 
for  and  an  undvino-  faith  in  America. 

f.    Reasons  for  A^MERicAizATioisr  Work 

There  are  10,000,000  aliens  in  the  United  States.  There  are 
8,500,000  persons  over  ten  years  of  age  who  do  not  use  the 
English  language.  Secretary  Lane,  of  the  Interior  Department, 
says:  "There  are  in  the  United  States  5,516,169  persons  over 
ten  years  of  age  who  cannot  read  and  write  in  ANY  language. 
Of  this  number,  4,697,613  are  twenty  years  of  age  or  over; 
57.7  per  cent,  are  white  people;  1,534,272  are  native-bom  whites. 
There  are  700,000  men  of  draft  age  who  cannot  read  and  write 
English  or  any  other  language.  These  men  cannot  be  good 
soldiers.  They  cannot  sign  their  names.  They  cannot  read  their 
orders  posted  daily  on  bulletin  boards  in  their  camps.  They 
cannot  read  their  manual  of  arms.  They  cannot  read  their 
letters  or  write  home.  They  cannot  understand  the  signals  or 
follow  the  signal  corps  in  time  of  battle." 

The  sale  of  liberty  bonds  and  the  war  relief  work  was  greatly 
hampered  because  immigrant  peoples  could  not  understand  the 


South  Dakota  4007 

appeals  of  lecturers  nor  read  the  notices  in  papers  and  on  bill- 
hoards.  The  conservation  of  food  was  restricted  for  the  same 
reasons.  In  some  cases  the  government  was  hampered  hy  dis- 
loyal persons  who  sympathized  with  our  enemies.  Thus  the 
imperative  need  of  education  of  immigrants  and  many  native- 
bom  citizens  in  English  was  emphasized,  and  also  the  need  of 
inculcating  American  principles  in  the  minds  of  those  who,  by 
their  own  choice,  have  come  to  our  shores. 

The  "  Christian  Science  Monitor  "  says :  "  What  shall  be  done 
to  bring  these  millions  to  know  the  real  America,  the  idea  as  well 
as  the  place  ?  For  the  country  that  could  not  long  endure  half 
slave  and  half  free  cannot  long  endure  two-thirds  American  and 
one-third  European.  An  answer  has  already  been  offered  in  the 
word  'Americanization.'  It  is  a  word  that  is  on  the  tongue  of 
social  workers,  government  agents,  department  chiefs,  municipal 
officers,  superintendents  of  community  centers,  and  immigrant 
agents;  it  is  in  the  reviews  and  magazines,  in  the  newspapers, 
in  countless  pamphlets  and  leaflets.  It  sums  up  the  plans  of 
hundreds  of  new  groups  and  old  organizations  that  have  seen  the 
need  and  are  eager  to  meet  it." 

But  Americanization  is,  perhaps,  equally  desirable  because 
old  line  Americans  need  to  modify  and  readjust  their  attitude 
toward  immigrants.  The  American  who  speaks  of  the  foreigner 
as  a  ''Dago"  or  a  "Hunky"  and  who  evidences  an  ill-disguised 
contempt  for  the  immigrant  and  his  children  is  quite  as  far 
from  living  up  to  the  principles  of  American  democracy  as  the 
immigrant  who  does  not  try  to  learn  our  language.  The  immi- 
grant enters  America  in  a  receptive,  open-minded  mood;  he 
believes  in  America  as  a  good  place  to  live  or  he  would  not  come. 
Just  how  much  of  the  laxity  of  immigrants  in  adopting  our 
language,  ideals,  and  standards  is  due  to  the  chilling  reception 
they  have  received  is  a  matter  of  conjecture.  The  great  majority 
of  our  immigrants  come  from  the  rural  districts  of  Europe. 
Their  landing  in  iSTew  York  must  seem  to  them  like  arriving  on 
a  new  planet.  Their  conception  of  America  is  the  sum  total  of 
their  impressions  of  individual  Americans.  Every  individual 
contact  between  an  immigrant  and  an  American  results  in  either 
an  increased  kindly  feeling  for  this  country  or  the  opposite. 
The  individual  responsibility  of  Americans  in  personifying  the 
American  spirit  is  an  important  factor  in  Americanizatio.u. 


4098  Citizenship  Training  in  Other  States 

The  inimigranl  is  often  tlie  victim  of  exploitation  wliieh.  makes 
him  diffident  and  even  su-picious  of  things  American.  The  labor 
agent  meets  him  at  the  port  of  entry  and  charges  him  for  getting 
a  job.  Tie  is  overcharged  for  what  he  buys,  refused  accommoda- 
tion in  even  second-class  hotels,  and  subjected  to  slighting,  jeering 
remarks.  The  irresponsible  American  notary  public  often  makes 
outrageous  charges  for  slight  services.  The  Eldorado  of  his 
dreams  is  shattered  frequently  by  these  men;  and  it  does  not 
mitigate  the  evil  to  know  that  these  grafters  are  usually  his  own 
eouuTympn  v/ho  have  gained  a  knowledge  of  our  language. 

g.   Who  Can  Help  in  Americanization  Work  ? 

Everybody.  Just  as  all  helped,  or  should  have  helped,  in  the 
sale  of  liberty  bonds  and  war  relief  work  so  all  can  help  in 
Americanization  work.  Each  of  us  can  give  his  moral  support 
to  the  work,  encourage  attendance  at  evening  schools,  teach  a  new 
word  occasionally  to  an  immigTant,  help  him  to  read  a  sign  and 
commend  him  for  trying  to  learn  our  language.  Everyone  can 
become  more  interested  in  the  country  from  which  the  immi- 
grants  of  a  community  come.  Everyone  can  take  a  personal 
interest  in  someone  from  a  foreign  land  and  help  him  interpret 
America  in  terms  of  his  past  experience.  More  specifically, 
however,  these  can  help. 

Racial  Leaders.  The  influence  which  a  race  leader  may  exert 
over  his  fellow  immigrants  is  vitally  important.  If  our  presenta- 
tion of  Americanization  is  unfair  Vv'e  invite  correction;  but  if 
our  purposes  and  aims  are  just  and  sympathethic,  we  ask  the 
racial  leaders  of  the  state  to  assist  us  in  making  Americanization 
a  success. 

Librarians.  Librarians  can  help  in  two  ways:  first,  by  plac- 
ing books  on  immigi-ation  and  Americanization  and  translations 
of  some  of  the  gTeat  literary  productions  of  the  country  from 
which  immigrants  in  the  community  come,  on  the  library  shelves ; 
second,  by  securing  books  of  limited  and  easy  vocabulary  for 
foreign  students  to  read.  To  these  may  be  added  books  in  the 
foreign  languages  used  in  the  community,  especially  such  books 
as  lead  to  an  understanding  of  America.  The  American  library 
is  the  only  institution  where  everyone  is  welcome  regardless  of 
race,  sex,  age,  or  religion.  It  is  a  characteristic  American  insti- 
tution, and  as  such,  should  be  made  known  to  the  immigrant 
through  the  press  and  through  the  school  children.     Xew  books 


South  Dakota  4099 


bearing  on  Americanization  should  he  mentioned  in  the  news- 
papers so  that  people  may  know  they  f/'e  available. 

NeiL^spapers.  The  patriotic  service  rendered  by  the  press  of 
the  state  during  the  war  indicates  its  importance  in  Americaniza- 
tion work.  We  ask  the  support  of  the  newspapers  solely  on  the 
ground  that  the  work  is  patriotic  service.  We  realize  the  inces- 
sant call  on  the  press  for  free  space  and  shall  not  feel  aggrieved 
if  our  matter  is  rejected;  we  shall,  however,  feel  that  one  of  the 
most  potent  agencies  for  furthering  a  better  citizenship  is  not 
functioning  if  the  press  does  not  give  us  its  support. 

Ladies'  Beading  Clubs.  We  suggest  that  the  theme  ''  Amer- 
icanization "  or  "  Our  Immigrant  Popoulation  "  would  be  a  most 
opportune  one  for  this  year.  Until  people  become  more  interested 
in  this  work,  until  they  realize  its  significance  as  a  factor  in  our 
national  life,  it  will  ])e  largely  perfunctory. 

Employers  of  Foreign  Lahor.  Employers  can.  give  valuable 
assistance  by  encouraging  attendance  at  evening  schools.  This 
can  be  done  by  personal  conference  with  employees,  posting 
placards  announcing  evening  schools  where  employees  will  see 
them  and  by  inserting  announcements  of  evening  schools  in  pay 
envelopes. 

Ministers  and  Priests  of  Immigrant  Congregations.  Xo 
agency  can  be  more  effective  in  furthering  Americanization  work 
than  the  minister  or  priest  of  an  immigrant  congregation.  We 
have  tried  to  make  clear  that  the  work  is,  in  no  sense,  an  infringe- 
ment on  the  rights  or  privileges  of  their  people.  The  work  does 
not  contemplate  any  restriction  on  the  use  of  a  foreign  language ; 
and  instead  of  working  a  hardship  upon  the  innnigrant,  it  aims 
to  have  Americans  acquire  a  juster,  fairer  appreciation  of  what 
the  foreigner  has  conti-ibuted  to  American  life.  It  proposes  to 
do  away  with  all  odious  nicknames,  and  to  discountenance  any 
disposition  to  "  look  down  upon  "  the  immigrant.  Believing  that 
Americanization  work  is  the  mutual  process  between  the  old- 
line  American  and  the  immigrant,  the  Americanization  depart- 
ment earnestly  calls  upon  the  pastors  of  immigrant  congregations 
to  give  us  their  support  and  co-operation. 

Boards  of  Educaiion,  School  Boards  and  Teachers.  You  are 
to  be  the  medium  through  which  the  Americanization  law  is  to 
function.  It  is  through  you  the  evening  schools  are  to  be  organ- 
ized as 


4100  CiTiZEisrsHip  Training  in  Other  States 

"Part  of  the  Public  School  System."  Every  district  in  a  village 
or  city  having  five  or  more  persons  affected  by  the  Americaniza- 
tion law,  should  establish  an  evening  school  unless  such  persons 
are  taking  the  required  work  in  the  regular  day  school  or  in 
private  instruction.  In  township  i-ural  districts  having  five  or 
more  persons  affected  by  the  law,  an  evening  school  should  be 
organized  in  one  of  the  schools  of  the  township.  The  school  and 
teacher  should  be  selected  on  the  recommendation  of  the  county 
isuperinHondent.  In  communities  having  the  one-school  mral 
district,  a  joint  evening  school  should  be  maintained. 

Grade  Picpils  and  High  School  Students.  ''  Child  Instructors" 
may  do  effective  work  in  teaching  parents,  relatives  or  friends 
who  speak  English,  and  who  desire  to  read  and  write  English. 
Children,  however,  have  not  the  patience  necessary  for  the  instruc- 
tion of  people  who  do  not  understand  English,  nor  have  they 
the  technique  necessary  to  make  the  work  a  success.  Children 
may  also  help  by  carrying  the  Americanization  message  to 
foreigners'  homes  and  by  inducing  parents  or  other  relatives  to 
attend  the  evening  school. 

Y.  M.  C.  A.,  Y.  W.  C.  A.,  K.  of  C,  B.  P.  0.  E.  and  Other 
Fraternal  Organizations.  The  spirit  of  patriotism  and  Chris- 
tianity dominates  the  principles  of  these  and  other  fraternal 
organizations,  l^o  better  opportunity  for  the  practical  applica- 
tion of  these  principles  can  be  found  than  in  Americanization 
work  as  defined  by  the  national  leaders  in  this  movement.  The 
co-operation  of  all  organizations  interested  in  a  more  dependable 
citizenship  is  desired  in  this  work. 

Citizenship  Courts.  Aliens  who  have  not  declared  their  inten- 
tion of  becoming  citizens,  if  desirable,  should  be  induced  to  do 
so.  Those  who  have  neglected  to  complete  their  citizenship 
should  be  urged  to  make  the  necessary  preparation  and  secure 
their  "  second  papers."  An  admirable  practice  is  being  adopted 
by  naturalization  courts  in  making  the  reception  of  new  citizens 
an  impressive  formal  affair;  fhis  practice  should  be  generally 
adopted.  A  higher  standard  of  citizenship  may  be  required  by 
citizenship  courts  where  adequate  educational  facilities  are  pro- 
vided. If  there  are  no  schools  for  adults  the  standard  of  citizen- 
■ship  need  not  be  so  high,  and  the  judge  awarding  citizenship 
papers  may  be  more  lenient.  Those  in  charge  of  evening  schools 
should  seek  the  co-operation  of  citizenship  courts  and,  if  possible, 
have  the  diploma  from  the  evening  school  accepted  in  lieu  of  an 
examination  by  the  court. 


South  Dakota  4101 

Cities  of  the  First  a7id  Second  Class.  An  expert  Americaniza- 
tion worker  is  just  as  necessary  in  your  school  system  (assuming 
that  you  have  a  considerable  immigrant  population)  as  a  domestic 
science  instructor  or  manual  training  teacher.  Since  the  idea 
of  providing  educational  facilities  for  a  very  meager  education 
for  all  who  desire  it  is  new,  it  will  not  he  surprising  if  many 
cities  in  our  state  wait  a  few  years  until  the  movement  is  more 
generally  recognized.  On  the  other  hand,  there  is  compensation 
in  being  pioneers,  and  it  is  hojDed  that,  just  as  the  State  of  South 
Dakota  ranks  as  one  of  the  four  states  first  to  take  up  this  work, 
several  of  our  cities  will  engage  Americanization  directors. 

Dr.  Shields,  of  Los  Angeles,  says:  "We  have  not  learned 
that  the  teaching  of  foreigners  is  a  highly  skilled  work,  demand- 
ing peculiar  insight  and  ability.  We  need  a  corps  of  adequately 
trained  teachers  who  will  make  teaching  of  foreigners  a  perma- 
nent profession." 

An  Americanization  director  will  do  much  more  than  organize 
evening  schools;  she  will  train  the  assistant  teachers  in  these 
schools  in  the  technique  of  teaching  a  new  language  to  adults; 
she  will  interview  race  leaders,  employers  of  foreign  labor, 
ministers  and  priests  having  immigrant  congregations  and 
endeavor  to  secure  their  co-operation;  she  will  interest  ladies' 
clubs  and  get  them  to  help;  she  will  plan  race  programs  and  thus 
reach  many  immigrants  who  would  not  otherwise  be  reached  by 
the  evening  school. 

The  state  department  will  assume,  in  case  a  city  secures  an 
Americanization  worker,  that  the  problem  will  be  taken  care  of 
in  such  city,  and  will  expect  only  such  reports  as  the  law  requires. 
The  Americanization  director  will  be  responsible  to  the  city 
superintendent  and  board  of  education  just  as  the  other  super- 
visors are  responsible  to  them.  A  wonderful  impetus  will  be 
given  to  the  work  if  a  half-dozen  cities  engage  Americanization 
specialists. 

h.   Justification  of  the  South  Dakota  Americanization  Law 

This  law  must  not  be  confused  with  the  restrictive  law  pertain- 
ing to  certain  languages  in  force  during  the  war.  The  latter 
was  due  to  war  time  necessity,  possibly  somewhat  exaggerated, 
due  to  a  highly  wrought  public  feeling  always  in  evidence  when  a 
nation  is  at  war.  It  should  be  remembered  that  the  same  legis- 
lature which  enacted  the  Americanization  law  repealed  the 
restriction  on  the  use  of  foreign  languages. 


4102  Citizenship  Training  in  Other  States 

I'he  Americanization  law  is  not  an  anti-language  law  —  it  is  a 
pro-American  law.  It  is,  essentially,  a  compulsory  education  law 
and  is  based  on  principles  tliat  have  always  been  recognized  in 
this  state.  Heretofore  we  have  had  a  compulsory  education  law 
requiring  attendance  of  all  children  until  they  have  completed  the 
sixth  grade  or  have  passed  the  age  of  sixteen  years.  Then  the  war 
revealed  the  appalling  number  of  illiterates;  our  legislature 
deemed  it  wise  to  extend  the  compulsory  education  law.  How- 
ever, it  did  not  wish  to  work  a  hardship  on  those  engaged  in  gain- 
ful occupations ;  so  it  required  attendance  only  at  evening  schools. 
Instead  of  six  hours  attendance,  as  in  the  case  of  day  pupils, 
it  required  only  two  hours;  instead  of  five  days  a  week,  it  required 
only  four  sessions;  and  instead  of  thirty-six  or  thirty-two  weeks, 
it  required  attendance  for  only  twenty-five  weeks.  Furthermore, 
instead  of  requiring  attendance  until  completion  of  the  sixth 
gi-ade,  it  required  attendance  only  of  those  who  have  not  com- 
pleted the  fifth  grade. 

No  one  will  deny  the  right  of  the  legislature  to  pass  a  com- 
pulsory school  attendance  law  affecting  minors.  There  is  no  new 
principle  involved  in  the  law.  It  does  not  apply  to  adults, 
iilthough  it  specifically  invites  them  to  attend.  It  provides  only 
for  the  most  meager  education  consistent  with  intelligent  citizen- 
ship—  the  ability  to  read  simple  English,  write  a  simple  letter, 
and  know  the  fundamentally  important  facts  of  American  history 
and  civics  and  the  principles  on  which  the  American  government 
is  based.  It  is  not  a  law  restricting  rights,  but  enlarging  them. 
It  recognizes  the  necessity  of  special  instruction  for  adults  and 
those  near  the  adult  age  and  simply  provides  a  means  whereby 
they  can  receive  this  instruction  without  great  inconvenience 
and  without  interfering  with  their  daily  work. 

The  department  will  be  glad  to  receive  assistance  from  volun- 
teer workers,  either  in  the  actual  instruction  of  illiterates  or  in 
promoting  Americanization  work  in  a  more  general  way  through- 
out the  state. 

i.    Americanization  Work 

The  Evening  School.  Hundreds  of  these  schools  should  be 
established  throughout  the  state.  The  teachers  should  take 
advantage  of  every  opportunity  to  leani  the  technique  of  instruct- 
ing adults  in  a  new  language.  Every  effort  should  be  made  to 
secure  the  attendance,  not  only  of  those  affected  by  the  law,  but 
also  of  all  adults  needing  the  work.     Regular  attendance  is  vitally 


South  Dakota  4103 

important,   for   pupils   make  rapid  progress   after  the  first   few 
lessons. 

The  use  of  the  stereopticon  will  greatly  facilitate  instruction 
in  the  fundamentals  in  history  and  civics.  Slides  showing  his- 
toric events  accompanied  with  explanatory  talks  in  simple  lan- 
guage in  which  essential  American  principles  of  government  are 
emphasized  will  not  only  be  interesting  but  very  effective.  Xo 
better  means  of  awakening  a  love  for  America  can  be  used  than 
to  interest  the  pupils  in  great  American  heroes  — statesmen, 
generals,  admirals,  inventors,  writers,  and  industrial  leaders. 
The  stereopticon  offers  a  splendid  opportunity  to  do  this.  Almost 
any  community  will  heartily  co-operate  in  raising  funds  to  secure 
a  machine  for  the  use  of  evening  schools. 

Home  ^yorh.  This  consists  of  getting  acquainted  with  the 
immigi'ant  mother  in  a  friendly  way  and  rendering  such  help 
as  can  be  rendered  without  any  taint  of  condescension  or  patron- 
izing. This  help  may  consist  of  individual  lessons  in  English; 
or  a  home  group  may  form  a  class  in  English;  but  it  should  also 
include  the  inculcating  of  American  standards  of  sanitation,  care 
of  children,  and  homemaking.  Whatever  may  be  attained  in  a 
mastery  of  English  or  improved  home  conditions,  a  genuine 
mutual  friendship  between  the  Americanization  worker  and  the 
immigrant  mother  should  always  result. 

The  tragedy  enacted  in  many  immigrant  homes  has  received 
little  consideration  from  old-line  Americans.  The  mother  is 
often  completely  isolated  from  American  institutions  and  Amer- 
ican thought.  She  has  no  opportunity  to  learn  English  even  if 
she  desires  to  do  so.  Her  children  attend  school,  soon  acquire 
facility  in  the  use  of  English,  and  often  yield  to  the  thoughtless 
cruelty  of  their  American  playmates  and  look  dowm  upon  every- 
thing that  savors  of  old  world  tradition,  including  the  immigrant 
mother.  The  latter  sees  her  child  drifting  away  from  her,  and, 
in  her  helpless  despair,  blames  America  for  this  severing  of  the 
home  ties,  A  few  years  later,  the  child  develops  disrespect,  dis- 
obedience and  finally  open  rebellion.  The  American  child  who 
makes  fun  of  the  foreign  child's  dress,  speech,  or  customs  has 
helped  to  destroy  filial  affection  in  the  immigrant  home. 

"  The  basis  of  every  worth-while  civilization  the  world  has  ever 
known,  and  the  hope  of  x\merica,  is  to  be  found  in  the  family. 
Whatever  tends  to  disrupt  the  family  makes  for  anarchy  — what- 
ever tends  to  preserve  it   makes  for  permanence.     That  which 


4104  Citizenship  Training  in  Other  States 

tends  to  l)reak  down  respect  for  parents  tends  to  root  out  all 
reverence."  Americanization  work  with  the  immigrant  mothers 
is  worth  while  if  for  no  other  reason  than  that  it  tends  to  preserve 
the  mutual  understanding  and  respect  between  mother  and  child; 
it  is  worth  while  from  the  standpoint  of  intelligent  citizenship; 
and  it  is  especially  worth  while  since  the  immigrant  mother  is 
now  granted  the  right  of  suffrage.  Americanization  proposes 
to  help  the  immigrant  mother  directly  through  home  work  and 
indirectly  by  getting  American  children  to  see  how  UNFAIR 
and,  therefore,  UN-AMEEICAN,  it  is  to  cast  discredit  upon 
any  one  because  of  her  nationality.  The  time  will  soon  come  when 
the  child  who  speaks  of  a  "  Dago  "  or  ''  Hunky  "  will,  in  turn,  be 
called  a  ''  slacker  "  by  her  playmates;  for  she  is  not  an  American- 
ization worker.  As  Mr.  Roosevelt  said :  "  Let  us  insist  upon 
thorough  Americanization  of  the  newcomers  on  our  shores;  but  let 
us  also  insist  on  the  thorough  Americanization  of  oursleves." 

Industrial  Work.  There  are  few  great  industrial  plants  in  the 
state,  and,  except  in  the  case  of  the  great  mines  in  the  Black 
Hills,  there  is  little  need  for  the  organization  of  industrial  classes. 
Valuable  assistance  can  be  rendered  by  foremen  and  managers 
in  co-operating  with  the  local  school  authorities  in  developing  the 
us  also  insist  on  the  thorough  Americanization  of  ourselves." 

State  to  Aid  Evening  Schools 

The  Americanization  law  provides  that  "  not  more  than  half 
the  expense  of  maintenance"  shall  be  borne  by  the  state.  The 
department  has  decided  to  allow  the  maximum  state  aid  permis- 
sible under  the  law  to  those  evening  schools  which  comply  with 
the  intent  and  purpose  of  the  law  until  the  appropriation  is 
exhausted.     The  manner  of  apportionment  will  be  as  follows: 

Filing  Applications  for  State  Aid.  Beginning  with  the  first 
day  of  "Americanization  Week"  (to  be  proclaimed  by  the 
Governor)  applications  will  be  received,  numbered  and  filed  in 
the  order  in  which  they  are  received.  An  application  must 
certify  that  the  evening  school  has  been  organized  and  is  under 
the  direction  of  a  teacher  whose  appointment  has  been  approved 
by  the  county  or  city  superintendent. 

Apportionment  of  Funds.  Under  the  law,  there  can  be  no 
apportionment  of  funds  until  the  school  has  qualified  by  holding 
sessions  for  eight  hours  a  week  for  twenty-five  weeks.     During 


South  Dakota  4105 

this  jDcriod  the  Department  will  make  every  effort  through  per- 
sonal visits,  reports  on  attendance,  examination  of  pupils,  and 
recommendations  of  superintendents,  to  determine  which  schools 
are  justly  entitled  to  state  aid.  It  will  then  apportion  the  avail- 
able funds  to  the  schools  deemed  worthy  in  the  order  in  which 
their  applications  are  filed.  Since  only  about  150  schools  can 
receive  state  aid,  it  is  altogether  probable  that  there  will  be  many 
schools  which  qualify  that  cannot  be  awarded  aid  this  year. 

To  illustrate.  The  evening  school  which  files  the  first  applica- 
tion, providing  it  does  satisfactory  work,  is  certain  to  receive 
state  aid;  so  is  the  school  which  files  the  150th  application.  The 
school  that  files  the  l75th  application  may,  or  may  not,  receive 
state  aid,  depending  upon  how  many  of  the  schools  previously 
filing  applications  have  been  disqualified.  Any  school,  no  mat- 
ter what  the  order  of  its  application,  which  does  not  comply  with 
the  law  and  with  the  conditions  imposed  by  the  department  will 
not  receive  state  aid. 

Requirements  for  Evening  School 

1.  The  school  must  be  organized  before  December  1,  1919. 

2.  It  must  be  in  session  four  evenings  a  week  for  twenty-five 
weeks. 

3.  Each  session,  exclusive  of  intermissions,  must  be  equivalent 
to  two  hours. 

4.  Text-books  designed  for  adults  must  be  provided  under  the 
free  text-book  act  without  cost  to  pupils. 

5.  The  selection  of  the  teacher  in  charge  must  be  approved 
by  the  city  or  county  superintendent,  subject  to  final  approval  by 
the  department. 

6.  Instruction  must  be  provided  in  speaking,  reading  and 
writing  English  and  in  the  fundamental  facts  and  principles  of 
American  history  and  civics. 

7.  All  reports  called  for  by  the  superintendent  and  this  depart- 
ment must  be  furnished  promptly. 

8.  The  total  attendance  must  be  at  least  three-quarters  of  the 
possible  attendance  estimated  on  the  enrollment. 

9.  No  school  can  qualify  unless  a  reasonable  effort  has  been 
made  to  secure  enrollment  of  all  affected  by  the  Americanization 
law  in  the  district. 

10.  Plenty  of  good  blackboard  space  must  be  provided.  It  is 
recommended  that  a  stereopticon  and  historic  slides  be  secured 
for  each  schooL 


4106  Citizenship  Training  in  Other  States 

11.  The  school  must  be  inspected  and  approved  by  the  director 
of  Americanization  or  by  some  person  authorized  by  him  to 
inspect  and  approve  such  school. 

12.  The  minimum  results  expected  from  the  course  of  100 
sessions  of  an  evening  school  are:  (1)  Ability  to  carry  on  a 
conversation  on  familiar  topics;  (2)  ability  to  read  intelligently 
a  lesson  in  an  ordinary  third  reader;  (3)  ability  to  tell  about 
some  of  the  great  characters  in  American  history  and  to  state 
some  of  the  fundamental  principles  of  our  government;  (4)  abil- 
ity to  write  a  very  simple  letter  in  English;  (5)  an  awakened 
sense  of  pride  in  America,  in  its  history  and  institutions,  a  feel- 
ing of  the  responsibility  of  American  citizenship,  and  a  desire 
to  continue  education. 

Some  time  in  August  or  September  an  effort  to  organize  for 
effective  work  in  Americanization  should  be  made  by  all  com- 
munities inhabited  by  a  number  of  immigrants.  This  applies 
to  nearly  all  cities  and  to  many  villages.  Even  where  a  village 
has  not  an  immigrant  population  within  its  corporate  limits  but 
has  a  number  of  immigrants  in  its  trade  territory,  it  is  earnestly 
urged  that  steps  be  taken  to  establish  an  evening  school.  The  real 
community  unit  in  our  state  is  ISTOT  the  civic  township,  but  what 
Dr.  Galpin  calls  the  "Borough,"  which  corresponds  to  the  Ger- 
man dorf  and  in  the  Russian  mir.  It  consists  of  a  retail  trade 
center  or  village  set  in  a  fairly  definite,  though  very  irregular, 
trade  zone.  The  people  living  in  this  area,  village  and  rural, 
have  common  interests  —  business,  church,  high  school,  cream 
factory,  library,  newspapers  and  social  affairs.  ^Ylierever  pos- 
sible, this  idea  of  a  community  of  interests  between  the  village 
and  its  trade  area  should  be  applied  in  Americanization  work. 
Action  on  this  suggestion  will  have  a  distinct  effect  in  developing 
a  truer  American  spirit  in  both  rural  and  urban  people. 

The  first  step  toward  organization  for  Americanization  work 
may  consist  in  the  calling  of  a  meeting  by  any  group  of  people 
particularly  interested.  This  meeting  should  be  as  widely  adver- 
tised as  possible  and  all  agencies  that  may  be  helpful  should  be 
invited  to  co-operate.  Among  these  are  the  city  or  village  council, 
the  township  board,  district  school  board,  the  board  of  educa- 
tion, superintendent,  principal,  and  teachers,  newspaper  men, 
ministers  and  ])riests,  commercial  club,  race  leaders,  members 
of  the  defense  league,  liberty  bond  committee.  Red  Cross,  and 
war  relief  workers,  Y.  M.  C.  A.,  Y.  W.  C.  A.,  K.  of  C,  B.  P. 


South  Dakota  4107 

O.  E.,  ]\I.  W.  A.,  and  other  fraternal  organizations,  soldiers' 
organizations,  and  ladies'  clubs.  An  official  of  the  city  or  school 
district  may  be  asked  to  preside. 

The  meeting  should  be  addressed  by  someone  acquainted  with 
the  general  problem  of  Americanization  and  by  a  local  man  or 
woman  who  knows  the  local  problem.  It  should  be  conducted 
on  the  "  open  forum "  plan  and  free  discussion  allowed.  It 
should  result  in  the  appointment  of  a  nominating  committee 
which  may  be  granted  the  right  to  ]S[AME  the  Americanization 
committee,  thus  dispensing  with  the  need  of  another  general 
meeting.  The  State  Director  of  Americanization  will  be  glad 
to  respond  to  invitations  to  address  such  meetings;  and  if 
unable  to  do  so,  will  endeavor  to  secure  a  speaker. 

When  the  Americanization  committee  is  appointed,  it  should 
meet  on  the  call  of  the  chairman,  and  decide  what  work  should 
be  undertaken  in  Americanization  and  how  it  is  to  be  done.  The 
committee  should  be  large,  and  as  far  as  possible,  representative 
of  the  various  organizations  which  are  active  in  the  community. 
Cleveland,  Ohio,  has  a  committee  of  one  hundred  members;  but 
a  much  smaller  number  will  suffice  in  our  cities  and  towns.  Care 
should  be  taken  to  have  the  element  of  foreign  extraction  repre- 
sented on  the  committee. 

It  should  be  the  special  business  of  the  committee  to  arrange 
for  a  community  observation  of  ''Americanization  Week"  which 
Governor  I^orbeck  will  proclaim,  to  be  observed  some  time  in 
September.  The  committee  should  also  plan  on  methods  of 
interesting  all  who  would  profit  by  taking  the  evening  school 
work.  The  evening  school,  being  a  part  of  the  public  school  sys- 
tem, will  be  organized  and  financed  by  the  board  of  education, 
the  district  to  be  reimbursed  for  one-half  the  expense  of  main- 
tenance by  the  state,  if  the  school  is  approved  by  the  state  depart- 
ment, and  the  application  for  recognition  is  made  in  time  so  that 
the  funds  will  not  have  been  previously  exhausted. 

Recognition  of  Worh  Done 
The  state  department  will  grant  a  diploma  certifying  comple- 
tion of  the  first  term  of  evening  school  to  all  who  attend  regularly 
and  make  fair  progress.  This  diploma  will  contain  the  grades 
given  by  the  teacher;  the  worth  of  the  diploma  will  depend  upon 
the  grade  and  all  pupils  should  strive  to  attain  grades  that  they 
may  be  proud  of. 


4108  CiTiZEXsriip  Training  ix  Othee  States 

A  special  button  or  other  honor  emblem  will  be  awarded  to  any 
person,  whether  adult,  high  school  student,  or  grade  pupil,  who 
can  furnish  satisfactory  evidence  that  he  or  she  has  instructed 
any  person  who  was  unable  to  read  and  write  English  on  July  1, 
1919,  and  who  is  able  to  pass  a  literary  test  on  July  1,  1920. 
This  emblem  may  well  be  considered  as  a  distinct  recognition  of 
an  active,  effective  American  spirit,  and  will  be  accompanied  by 
a  personal  letter  of  thanks  from  the  Director  of  Americanization. 
A  list  of  these  "Americans  in  Action"'  will  be  published  in  the 
South  Dakota  educational  journal  and  in  the  newspapers  of  the 
state.  A  certified  statement  of  the  work  done,  signed  by  a  super- 
intendent or  high  school  principal  will  be  accepted  by  this  depart- 
ment. In  no  case  do  we  advise  that  this  work  be  attempted  by 
children  except  when  the  pupil  studying  English  already  speaks 
our  langaiage. 

Boohs  Adapted  to  Adults  in  Study  of  English 

"  English  for  ISTew  Americans,"  by  Field  and  Coveny,  Silver, 
Burdett  &  Co.,  Chicago, 

"  Eno;lish  for  CominG;  Americans,"  bv  Goldbero-er.  Chas.  Scrib- 
ner's  Sons,  ISTew  York. 

"  English  for  Foreigners,"  by  Sara  O'Brien.  Houghton, 
Mifflin  Co.,  Chicao:o. 

"  Standard  Short  Course,"  by  Chancellor,  American  Book 
Co.,  Chicago, 

"How  to  Learn  English,"  by  Prior  and  Eyan.  Macmillan 
Co.,  Chicago. 

"  First  Lessons  in  Eno:lish  for  Foreimers,"  bv  Houshton. 
American  Book  Co.,  Chicago, 

"Studies  in  English,"  (a  grammar),  by  Chancellor.  American 
Book  Co. 

Series  1,  2  and  3  in  tablet  form.  (Five  cents  each.)  Associa- 
tion Press,  New  York. 

Bool's  Every  Evening  ScJiool  Teacher  Sho^iJd  Have 

"  How  to  Teach  English  to  Foreigners,"  by  Goldberger.  Xew 
York  Public  Schools. 

"  English  for  Coming  Americans,"  a  manual,  by  Roberts. 
Association  Press. 

"  Illustrated  Phonics,"  by  Ives.  Longmans,  Green  &  Co., 
Chicago. 

'"First  Steps  in  Americanization,"  by  ^fahoney  &  Herlihy. 


South  Dakota  4109 

Boolxs  for  School  Libraries 
"Americanization/'  by  Talbot.      H.   W.   \Yilson  &  Co.,  Xew 
York. 

"  The  Promised  Land,"  by  Mary  Antin. 
"Introducing  the  American  Spirit,"  by  Stcincr. 
"  On  the  Trail  of  the  Immigrant,"  by  Steiner. 
"  Races  and  Immigrants  in  America,"  by  Commons. 
"Making  of  An  American,"  by  Jacob  Riis. 


j.  Speech  of  Hon.  Franklin  K.  Lane,  Delivered  Before 
Americanization  Conference  at  Ebbitt  Hotel,  Wed- 
nesday Evening,  May  14,  1919 

The  right  of  revolution  does  not  exist  in  America.  We  had  a 
revolution  140  years  ago  which  made  it  unnecessary  to  have  any 
other  revolution  in  this  countrv  because  it  was  fundamental. 
One  of  the  many  meanings  of  democracy  is  that  it  is  a  form  of 
government  in  which  the  right  of  revolution  has  been  lost  by 
giving  the  government  wholly  to  the  people.  Revolution  means 
revolt.  Against  whom  are  we  to  revolt  in  the  United  States 
excepting  the  people  of  the  United  States  ? 

In  a  large  sense  all  of  us  are  going  to  school;  but  we  are  not 
going  to  school  in  the  sense  that  we  have  an  autocratic  teacher 
over  us.  We  are  being  self-taught  through  experience.  We  are 
learning  day  by  day  what  as  a  democracy  we  should  do  and  can  do. 
No  one  is  telling  us  what  we  may  be  permitted  to  do.  Once  a 
people  have  acquired  the  right  to  determine  their  own  laws  the 
right  of  revolution  is  as  dead  as  the  Divine  Right  of  Kings  is  in 
Europe,  and  this  idea  cannot  be  too  strongly  impressed  upon  those 
who  have  come  to  us  from  other  countries.  They  for  centuries 
have  been  in  a  state  of  internal  revolt  against  their  rulers;  here 
we  are  our  own  rulers.  If  we  Americans  do  not  like  officials, 
programs,  policies,  measures,  systems,  we  can  try  others,  but  in 
Europe  the  right  of  self-determination  as  to  domestic  concerns 
has  been  denied,  and,  therefore,  the  right  of  revolution  has  been 
preached. 

No  man  can  be  a  sound  and  sterling  American  who  believes 
that  force  is  necessary  to  effectuate  the  popular  will.  As  we  have 
taken  from  the  duelist  his  pistol  and  compelled  him  to  seek 
redress  in  the  law,  so  in  the  larger  afFairs  of  the  nation  we  have 


4110  Citizenship  Teaixixg  ix  Other  States 

said,  "  This  is  your  country.  Make  it  what  you  will ;  but  you 
must  not  use  force,  for  when  you  came  here  and  became  a  citizen 
you  gave  over  the  right  to  resort  to  anything  but  public  opinion 
and  the  methods  of  the  law  in  the  determination  of  national 
policies.  You  are  the  sovereign  citizen,  and  as  a  sovereign  you 
cannot  repudiate  yourself.  If  you  are  in  a  minority  you  must 
wait  until  you  become  a  majority,  and  as  a  majority  you  must 
be  content  to  prevail  by  processes  which  respect  the  rights  of  the 
minority." 

Americanism  does  not  mean  that  any  one  economic  system  is 
right;  x\mericanism  does  not  mean  that  the  United  States  is  a 
perfected  land;  Americanism  does  not  mean  that  any  one  social 
philosophy  must  be  accepted  as  the  final  expression  of  truth; 
but  Americanism  does  mean,  and  emphatically  means,  that  we 
have  repudiated  old  European  methods  of  settling  domestic  ques- 
tions, and  have  evolved  for  ourselves  machinery  by  which  revolu- 
tion as  a  method  of  changing  our  life  is  outgrown,  abandoned, 
outlawed. 


CHAPTER  XXXIX 

Tennessee 

Albert  Williams,  State  Superintendent,  Department  of  Public 
Instruction,  jSTashville,  October  28,  1919.  Bulletins,  "Com- 
pilation of  Tennessee  School  Laws,  Topically  Arranged,  to 
June  30,  1917,"  and  "State  of  Tennessee  Compulsory 
Attendance  Law,  as  Enacted  in  1913,  and  Amended  in  1919." 

1.    State   Legislation  —  Compulsion  for  Minors  and  for  Minors  of 

Employment  Age 

Compulsory  Attendance  Law,  as  Enacted  in  1913  and  Amended 
in  1919.     (Article  XVIIL) 

AN  ACT  to  regulate  and  require  the  attendance  of  school  chil- 
dren upon  schools  in  the  State  of  Tennessee,  and  to  provide 
means  for  the  enforcement  of  this  act. 
Section  1.  Be  it  enacted  by  the  General  Assembly  of  the  State 
of  Tennessee,  That  every  parent,  guardian,  or  other  person,  in 
the   State  of  Tennessee,  having  charge  or  control  of  any  child 
between  the  ages  of  seven  and  sixteen  years,  inclusive,  shall  cause 
such  child  to  be  enrolled  in  and  attend  some  day  school,  public, 
jorivate,  or  parochial,  for  the  entire  term  of  school  in  each  year  in 
the  county  or  city  in  which  said  child  may  reside. 

Section  2.  Be  it  further  enacted.  That  any  child  between  the 
ages  aforesaid  may  be  excused  temporarily  from  complying  with 
the  provisions  of  this  Act  in  whole  or  in  part,  if  it  be  shown  to 
a  court  of  competent  jurisdiction,  or  a  County  or  City  Board  of 
Education  having  control  of  the  school  to  which  said  child  belongs, 
that  said  parent,  or  guardian,  or  person  having  charge  or  control 
of  said  child  is  not  able,  through  extreme  destitution,  to  provide 
proper  clothing  for  said  child,  or  that  said  child  is  mentally  or 
physically  incapacitated  to  attend  school  for  the  whole  period 
'  required  or  any  part  thereof,  or  that  the  school  to  which  the  said 
'  child  belongs  is  more  than  two  miles  by  the  nearest  traveled  road 
from  the  residence  of  the  child,  and  public  transportation  to  and 
from  school  is  not  provided,  or  that  said  child  has  completed  an 
elementary  school  course,  including  eight  grades,  and  has  certifi- 
cate to  that  effect  from  the  principal  of  the  school  attended. 
If  any  child  is  unable  to  attend  school  as  hereinbefore  required 
by  not  being  able  to  procure  books,  on  satisfactory  proof  of  the 
same,  the  County  or  City  Board  of  Education  having  charge  of 

[4111] 


4112  CiTizEN&Hip  Training  in  Other  States 

the  school  to  which  said  child  belongs,  shall  purchase  said  books 
out  of  the  general  school  fund  of  the  city  or  county  and  lend  to 
said  child  under  regulations  prescribed  by  the  State  Board  of 
Education. 

If  it  is  ascertained  bv  anv  Citv  or  County  Board  of  Education 

c  *J  tj  »- 

that  any  child,  who  is  required  under  the  provisions  of  this  Act 
to  attend  a  school  under  the  control  of  the  said  County  or  City 
Board  of  Education,  is  unable  to  do  so  on  account  of  lack  of 
clothing  or  food,  such  case  shall  be  reported  to  any  suitable  relief 
agency  of  said  county  or  city,  or  if  there  be  no  such  suitable  relief 
agency  to  whom  the  case  can  be  referred,  it  shall  be  reported  to 
the  proper  Commissioners  of  the  Poor  or  other  officials  having 
charge  of  such  work  for  investigation  and  relief. 

Section  3.  Be  it  further  enacted.  That  any  parent,  guardian. 
or  other  person  having  charge  or  control  of  any  child  embraced 
within  the  provisions  of  this  act  who,-  with  intent  to  evade  the 
provisions  of  this  Act,  shall  make  a  false  statement  concerning  the 
age  of  such  child  or  the  time  that  such  child  has  attended  school, 
shall  be  deemed  guilty  of  a  misdemeanor,  and  upon  conviction 
thereof  shall  be  fined  in  anv  case  not  less  than  two  dollars  or 
more  than  fiftv  dollars,  at  the  discretion  of  the  court. 

Any  parent,  guardian,  or  other  person  failing  to  comply  with 
the  provisions  of  this  Act,  shall  be  deemed  guilty  of  misde- 
meanor, and  upon  conviction  thereof  shall  pay  a  fine  of  not  less 
than  two  dollars  nor  more  than  twenty  dollars  for  the  first  offense, 
and  not  less  than  five  nor  more  than  fifty  dollars  for  the  second 
and  every  subsequent  offense,  and  the  cost  of  the  suit. 

2.  State  Legislation  —  Teacher  Requirements 
Tennessee  School  Lwurs  to  June  30,  1917.  .  (Page  43.) 

iN'o  person  shall  receive  a  certificate  to  teach  in  the  public 
schools  of  this  State  unless  he  has  a  good  moral  character,  and 
under  no  circumstances  shall  certificates  be  granted  to  persons 
addicted  to  the  use  of  intoxicants,  opiates  or  cigarettes.  All 
persons  who  appear  before  the  local  examining  committee  of  any 
county  or  the  State  Board  of  Examiners  for  teachers'  certificates, 
as  hereinafter  provided,  must  satisfy  the  local  examining  com- 
mittee or  the  State  Board  of  Examiners  that  they  meet  the 
requirements  of  this  Act  as  regards  age  and  moral  character  before 
being  allowed  to  proceed  with  the  examination;  and  the  local 
examining  committee  or  State  Board  of  Examiners  may  require 
proof  as  to  age  and  testimonials  as  to  character. 


CHAPTER  XL 

Texas 

Annie  Webb  Blanton,  State  Superintendent,  Department  of 
Education,  Austin.  Letter,  November  10,  1919.  Bulletin, 
"Public  School  Laws  of  the  State  of  Texas,  December  1. 
1917."  Bulletin  99,  March,  1919,  "Some  Recent  School 
Legislation." 

1.     State  Legislation  —  Compulsion  for  Minors 
Public  School  Laws,  1917. 

Section  71.  Attendance  Eequirements  and  Provisions. —  Every 
child  in  this  state  who  is  eight  years  and  not  more  than  fourteen 
years  old  shall  be  required  to  attend  the  public  schools  in  the  dis- 
trict of  its  residence,  or  in  some  other  district  to  which  it  may  be 
transferred,  as  provided  by  law,  for  a  period  of  not  less  than 
sixty  days  for  the  scholastic  year,  beginning  September  1,  1916, 
and  for  a  period  of  not  less  than  eighty  days  for  the  scholastic 
years  (year)  beginning  September  1,  1917,  and  for  the  scholastic 
year  1918-19,  and  each  scholastic  year  thereafter  a  minimum 
attendance  of  100  days  shall  be  required. 

Section  72.  Exemptions. —  The  following  classes  of  children 
are  exempt  from  the  requirements  of  this  act : 

(a)  Any  child  in  attendance  upon  a  private  or  parochial  school 
or  who  is  being  properly  instnicted  by  a  private  tutor. 

(b)  Any  child  whose  bodily  or  mental  condition  is  such  as  to 
render  attendance  inadvisable,  and  who  holds  definite  certificate 
of  a  reputable  physician,  specifying  this  condition  and  covering 
the  period  of  absence. 

(c)  Any  child  who  is  blind,  deaf,  dumb  or  feeble-minded,  for 
the  instruction  of  whom  no  adequate  provision  has  been  made  by 
the  school  district. 

(d)  Any  child  living  more  than  two  and  one-half  miles  by 
direct  and  traveled  road  from  the  nearest  public  school  supported 
for  children  of  the  same  race  and  color  of  such  child,  and  with 
no  free  transportation  provided. 

(e)  Any  child  more  than  twelve  years  of  age  who  has  satis- 
factorily completed  the  work  of  the  fourth  grade  of  a  standard 
elementary  school  of  seven  grades,  and  whose  services  are  needed 

L4113] 


,4114  Citizenship  Training  in  Othee  States 

in  support  of  a  parent  or  other  person  standing  in  parental  rela- 
tion to  the  child,  may,  on  presentation  of  proper  evidence  to  the 
county  superintendent  of  public  instruction,  be  exempted  from 
further  attendance  at  school.     ,     .     . 

2.  State  Legislation  —  Flags 
Some  Recent  School  Legislation,  1919 

RESOLUTION    CX)NCERNIXG    THE    FLACx 

Whereas,  The  Texas  Flag  Law  places  upon  the  State  Superin- 
tendent of  Public  Instruction  the  responsibility  of  issuing  to  the 
schools  instructions  in  regard  to  the  details  of  the  observance  of 
the  law. 

Whereas,  Intelligent  care  of  the  flag  is  a  part  of  the  lesson  of 
patriotism,  since  the  flag  is  to  the  child  the  symbol  of  his  love 
of  his  country;  and 

Whereas,  The  Superintendent  of  Public  Instruction  is  in  hearty 
accord  with  the  desire  of  certain  members  of  the  Legislature  to 
preserve  the  flags  now  the  property  of  the  schools,  and  not  to 
represent  the  patriotic  feeling  of  our  nation  by  tattered  and  dis- 
colored emblems  on  the  schoolhouses  of  our  State ;  therefore,  be  it 

Resolved,  That  it  is  the  wish  of  the  Legislature  of  Texas  that 
the  State  Superintendent  of  Public  Instruction  shall  include,  in 
instructions  to  city  and  county  superintendents,  provisions  requir- 
ing the  flag  of  each  schoolhouse  to  be  kept  within  doors,  to  be 
displayed  on  the  exterior  of  the  building  only  in  good  weather, 
on  suitable  occasions,  and  at  such  regular  intervals  as  may  be 
desirable,  at  the  same  time  providing  for  such  regular  use  of  the 
flag  in  patriotic  exercises  as  may  inspire  in  the  children  of  the 
State  the  proper  reverence  and  enthusiasm  for  the  star  spangled 
banner  of  the  greatest  republic  in  the  world. 

3.  Letter  from   Miss   Annie  Webb   Blanton,   State   Superintendent, 
Department  of  Education,  Austin,  November  10,  1919: 

"  The  only  organized  work  at  present  being  done  is  under 
the  direction  of  the  State  Council  of  Defense,  the  Y.  M.  and 
y.  W.  C.  A.  and  the  local  school  boards  of  the  larger  cities. 
I  asked  the  last  legislature  to  appropriate  a  fund  for  Ameri- 
canization work  for  the  State  Department  of  Education,  but 
the  appropriation  was  not  granted.  In  practically  all  of  the 
larger  cities  of  the  state  night  schools  are  provided  out  of 
local  public  school  funds.  In  these  schools  special  classes 
in  English  are  open  to  adult  foreigners." 


CHAPTER  XLI 

Utah 

E.  J.  !^^OETO^^,  Assistant  Sui>erinteiident  of  Public  Instruction, 
Salt  Lake  City,  October  28.  1919.  Bulletin,  "State  of 
Utah  School  Laws,  Reprinted  from  the  Session  Laws  of 
Utah,  1919." 

1.  State  Legislation  —  Compulsion  for  Minors  and  for  Minors  of 

Employment  Age 

ScJiool  Laws,  1919.    Pages  14,  1.5.    Chapter  92. 

PART-TIME  SCHOOLS 

AN  ACT  to  provide  for  the  establishment  of  part-time  schools  and 
classes  and  to  compel  attendance  of  minors  upon  such  schools  and 
classes. 

Be  it  enacted  hy  the  Legislaiure  of  the  State  of  Utah: 
Section  1.  Attendance;  excuses;  power  of  superintendents. — 
Every  parent,  guardian,  or  other  person  having  control  of  any 
minor  between  sixteen  and  eighteen  years  of  age  or  any  minor 
under  sixteen  years  of  age  who  has  completed  the  eighth  grade, 
shall  be  required  to  send  such  minor  to  a  regular  public  or  private 
school  at  least  thirty  weeks  each  school  year,  unless  such  minor  is 
legally  excused  to  enter  emDlovment ;  and  if  such  minor  is  so 
excused,  the  said  parent,  guardian  or  other  person  shall  be 
required  to  send  such  minor  to  a  part-time  school  or  a  continua- 
tion school  at  least  144  hours  per  year;  provided  that  in  each 
year  such  parent,  guardian,  or  other  person  having  control  of 
such  minor  may  be  excused  from  such  duty  by  the  district  board 
of  education  for  anv  of  the  followino;  reasons: 

1.  That  such  minor  has  already  completed  the  work  of  a  senior 
high  school. 

2.  That  such  minor  is  taught  at  home  the  required  number  of 
hours. 

3.  That  such  minor  is  in  such  physical  or  mental  condition 
(which  must  be  certified  by  a  competent  physician  if  required 
by  the  board)  as  to  render  such  attendance  inexpedient  or 
impracticable. 

4.  That  no  such  school  is  taught  the  requisite  length  of  time 
within  two  and  one-half  miles  of  the  residence  or  the  place  of 
employment  of  the  minor,  unless  free  transportation  is  provided. 

[4115] 


4116  Citizenship  Training  in  Other  States 

The  evidence  of  the  existence  of  any  of  these  reasons  for  non- 
attendance  must  be  in  each  case  sufficient  to  satisfy  the  superin- 
tendent of  the  district  in  which  the  child  resides;  and  the  super- 
intendent, upon  the  presentation  of  such  evidence,  shall  issue  a 
certificate  stating  that  the  holder  is  exemj)ted  from  attendance 
during  the  time  therein  specified. 

Section  2.  Penalty  for  neglect. —  Any  parent,  guardian,  or 
other  person  having  control  of  any  child  who  comes  within  the 
provisions  of  this  Act  who  wilfully  fails  to  comply  with  its  require- 
ments shall  be  guilty  of  a  misdemeanor. 

2.  State  Legislation  —  Compulsion  for  Adults 
School  Laws,  1919.     Chapter  93.      (Pages  19-21.) 

AMEKICANIZATIOX  SCHOOLS 

AN  ACT  to  promote  Americanization  by  requiring  attendance  at 
school  of  non-English-speaking  persons,  by  providing  for  the 
appointment  of  a  Director  of  Americanization,  and  by  providing  for 
the  establishment  and  maintenance  of  evening  school  classes;  pro- 
viding a  penalty  for  the  violation  of  this  Act,  and  making  an  appro- 
priation to  carry  the  same  into  effect. 

Be  it  enacted  by  the  Legislature  of  the  State  of  Utah: 
Section  1.     Name. —  This  act  shall  be  known  as  the  American- 
ization Act. 

Section  2.  Attendance;  examinations. —  Every  alien  person 
residing  in  this  state,  except  those  who  may  be  physically  or 
mentally  disqualified,  between  the  ages  of  sixteen  and  forty-five 
years,  who  does  not  possess  such  ability  to  speak,  read,  and  write 
the  English  language  as  is  required  for  the  completion  of  the 
fifth  grade  of  the  public  schools  of  the  State,  shall  attend  a  public 
evening  school  class  for  at  least  four  hours  a  week  during  the 
entire  time  an  evening  school  class  of  the  proper  grade  shall  be 
in  session  in  that  district  within  two  and  one-half  miles  of  his 
place  of  residence,  or  until  the  necessary  ability  has  been  acquired ; 
provided,  that  regular  attendance  at  a  public  day  school  or  part- 
time  school  shall  be  accepted  in  place  of  attendance  at  an  evening 
school  class.  The  determination  of  the  persons  subject  to  the 
provisions  of  this  Section  shall  be  made  by  examination  to  be  held 
under  rules  to  be  prescribed  by  the  State  Board  of  Education. 
The  Board  of  Trustees  of  anv  school  district  or  the  State  Board 


Utah  4117 

of  Education  may  direct  any  persons  to  take  these  examinations 
and  the  failure  of  such  persons  to  take  the  examinations  except 
for  good  cause  shall  be  taken  as  evidence  that  they  are  subject  to 
the  provisions  of  this  Section. 

Section  3.  Violation  of  act;  penalty;  separate  offenses. —  Any 
person  subject  to  the  provisions  of  Section  2  of  this  act  who 
wilfully  violates  its  provisions  shall  be  guilty  of  a  misdemeanor 
and  shall  be  punished,  upon  conviction  by  a  fine  of  not  less  than 
$5  and  not  more  than  $25  for  each  offense.  The  parent  or  guar- 
dian of  any  person  under  twenty-one  years  of  age  who  is  subject 
to  the  provisions  of  Section  2  of  this  act  shall  be  held  responsible 
for  this  attendance.  The  willful  failure  of  any  guardian  or 
parent  of  such  person  to  enforce  regular  attendance  shall  con- 
stitute a  misdemeanor  and  upon  conviction  thereof  such  parent 
or  guardian  shall  be  punished  by  a  fine  of  not  less  than  $5  and 
not  more  than  $25  for  each  offense.  The  failure  to  maintain 
regular  attendance  during  each  school  month  that  an  evening 
school  is  in  session  in  that  district,  shall  constitute  a  separate 
offense  for  the  purpose  of  this  section. 

Section  4.  Evening  classes;  organization;  duties  of  School 
Board. —  The  Board  of  Trustees  of  any  school  district  in  the  State 
may,  and  upon  the  direction  of  the  State  Board  of  Education 
shall,  establish  and  maintain  for  at  least  200  hours  during  the 
school  year  evening  school  classes  in  English,  the  fundamental 
principles  of  the  Constitution  of  the  United  States,  American 
history  and  such  other  subjects  as  bear  on  Americanization,  as 
a  part  of  the  public  schools;  provided  that  no  district  shall  be 
required  to  maintain  a  class  for  fewer  pupils  than  a  minimum 
number  to  be  determined  bv  the  State  Board  of  Education.  Such 
classes  shall  be  organized  to  meet  the  needs  of  the  persons  subject 
to  the  provisions  of  Section  2  of  this  Act,  and  such  classes  ahall 
be  held  at  places  that  are  most  accessible  to  the  members  of  the 
class. 

Section  5.  Salaries  of  teachers;  payments. — The  salaries  of 
teachers  and  the  expenses  of  supervisors  of  evening  classes  estab- 
lished under  the  provisions  of  this  Act  shall  be  paid  from  funds 
hereinafter  appropriated.  Such  payments  shall  be  made  only 
upon  the  sworn  statements  of  expenditures  for  salaries  of  teachers 
and  expenses  of  supervision  under  rules  to  be  made  by  the  State 
Board  of  Education.  ISTo  payments  shall  be  made  for  salaries  of 
teachers  in  classes  established  under  the  provision  of  Section  4 


4118  CiTiZENSJiip  Training  in  Othee  States 

of  this  Act  unless  such  classes  shall  have  been  conducted  for  the 
minimum  time  therein  stated,  except  by  special  action  of  the 
State  Board  of  Education. 

Section  6.  Department  director. —  The  State  Board  of  Educa- 
tion shall  appoint  in  the  State  Department  of  Education  a 
Director  of  Americanization,  whose  duties  shall  be  the  super- 
vision and  standardization  of  the  Americanization  work  through- 
out the  State  as  may  be  further  defined  by  the  State  Board  of 
Education.  His  salary  shall  be  fixed  by  the  State  Board  of 
Education,  and  together  with  the  necessary  traveling  expenses, 
shall  be  paid  from  funds  hereinafter  appropriated. 

Section  7.  Powers  and  duties  of  State  Board  of  Education. — 
The  State  Board  of  Education  shall  make  regulations  regarding 
the  examinations  prescribed  by  Section  2  of  this  Act,  shall  make 
regulations  concerning  the  conditions  under  which  it  will  direct 
the  establishing  of  evening  classes,  shall  make  regulations  regard- 
ing the  regular  attendance  required  in  the  various  Sections  of  this 
Act,  shall  determine  the  minimum  number  of  pupils  for  which 
school  classes  shall  be  organized  and  maintained,  shall  determine 
the  basis  on  which  salaries  of  teachers  and  the  expenses  of  super- 
vision shall  be  paid,  shall  determine  the  necessary  qualifications 
of  teachers  employed  under  this  Act,  shall  receive  applications 
from  the  various  school  districts  for  portions  of  the  funds  herein- 
after appropriated  and  shall  make  any  other  regulation  necessary 
to  carry  out  the  provisions  of  this  Act. 

Section  8.  Attendance  secured. —  The  regular  attendance 
required  by  this  Act  shall  be  secured  in  the  same  manner  and 
under  the  direction  of  the  same  officers  as  is  provided  by  law  for 
the  compulsory  regular  attendance  at  any  other  public  schools 
or  classes. 

Section  9.  Appropriation;  available. —  To  provide  for  the  pay- 
ment of  the  salaries  of  teachers  the  expenses  of  supervision  of 
evening  school  classes  and  the  salary  of  the  Director  of  American- 
ization there  is  hereby  appropriated  from  the  general  fund,  out 
of  moneys  not  otherwise  appropriated,  the  sum  of  $20,000,  pro- 
vided that  this  appropriation  may  be  temporarily  withheld  by 
the  Governor,  if  in  his  opinion  the  condition  of  the  treasuiy  will 
not  warrant  the  expenditure  of  such  sums  and  such  sum  shall  not 
become  available  until  such  time  as  the  Governor  shall  notify  the 
State  Auditor  in  writing. 

Section  10.    This  act  shall  take  effect  September  1,  1919. 

Approved  March  20,  1919. 


Utah  4119 

3.  Letter  from   E.    J.    Norton,    Assistant  Superintendent  of  Public 

Instruction,  Salt  Lake  City,  October  28,  1919: 

"  I  may  say  that  the  money  appropriated  by  the  bill  is  not 
adequate  to  cover  the  expenses  of  this  work.  A  number  of 
local  districts  are  carrying  on  Americanization  education 
largely  with  their  own  funds.  The  movement  is  new  in 
IJtah,  but  we  regard  the  subject  as  a  serious  one,  requiring 
careful  and  prompt  attention." 

4.  Letter  from  Arch  M.  Thurman,  Director  of  Americanization,  Salt 

Lake  City,  November  26,  1920: 

''May  I  say  that  the  Americanization  Act,  a  copy  of 
which  Mr.  Xorton  sent  you,  became  effective  only  two  months 
ago;  and  you  will  therefore  appreciate  that  we  are  not  now 
in  a  position  to  say  very  much  about  results. 

"  Our  problem  in  Utah  this  year,  as  you  will  note,  is  con- 
cerned with  the  setting  up  of  machinery  in  the  various  indus- 
trial centers  of  this  state,  whereby  instruction  can  be  given 
to  the  foreign-born.  You  will  appreciate  our  problem  when 
you  know  that  there  are  more  than  20,000  persons  coming 
under  the  provision  of  this  act  in  the  state,  and  they  are 
centered  in  a  few  industrial  centers.  But  because  of  the 
fact  that  the  work  is  new  here,  we  are  experiencing  difficulty 
in  securing  competent  teachers,  and  in  many  cases  school 
districts  have  not  sufficient  facilities  for  the  complete  carry- 
ing out  of  the  provisions  of  the  law.  However,  we  can  say 
at  this  time  that  the  Americanization  laws  passed  by  the  last 
session  of  the  Utah  Legislature  are  going  to  be  beneficial  in 
every  way  to  the  state. 

"You  will  note  that  the  setting  up  of  the  schools  is 
optional  with  the  boards  of  education,  but  where  the  schools 
are  set  up  compulsory  attendance  follows.  The  law  is  to 
be  enforced  by  regular  civil  authorities  if  necessary,  as  you 
will  note  from  its  provisions.  There  have  already  been  set 
up  in  this  state  some  sixty  Americanization  classes,  all  of 
which  are  well  attended,  and  in  general  they  are  well  taught. 

"  I  may  say,  for  your  information,  that  the  attitude  of 
the  foreigner  is,  without  exception,  favorable  to  this  work. 
It  is  felt  here  that  the  Americanization  of  these  foreigners 
is  perhaps  the  most  important  step  that  can  be  taken  by  the 
state  toward  the  elimination  of  anti-American  propaganda." 


4120  Citizenship  Training  in  Other  States 

Letter  from  Arch  M.  Thurman,  State  Director  of  Americanizor 
Hon,  Salt  Lake  City,  January  Y,  1920; 

"Eeplying  to  your  letter  of  December  15th,  relative  to 
the  compulsory  education  law  in  Utah,  may  I  advise  that 
the  question  as  to  its  constitutionality  has  not  been  raised  in 
this  state.  We  hardly  anticipate  any  such  question  being 
raised;  however,  it  is  the  opinion  of  this  office  and  the  office 
of  the  attorney-general  that  the  law  is  in  every  way  con- 
stitutional, and  that  the  courts  of  Utah  will  sustain  it  should 
there  be  a  question  raised  as  to  its  constitutionality. 

"As  I  indicated  before,  the  time  is  rather  early  to  draw 
conclusions  as  to  the  value  of  the  law,  but  we  are  sure  that 
it  is  succeeding  in  Utah  up  to  the  present  time.  There  has 
not,  up  to  this  date,  been  any  reaction  against  the  law  in 
any  part  of  the  state.  Generally,  throughout  Utah,  the  law 
is  received  with  favor,  and  we  are  sure  that  very  good  results 
will  be  accomplished  as  fast  as  the  law  can  be  put  in 
operation." 


CHAPTER  XLII 
Vermont 

]\r.  B.  HiLLEGAs,  Commissioner  of  Education,  Montpelier.    School 

Laws  not  available. 

1.  Letter  from  M.  B.  Hillegas,  Commissioner  of  Education,  Mont- 
pelier.    December  19,  1919: 

"Replying  to  your  favor  of  October  the  23d  in  reference 
to  teaching  adult  foreigners  in  Vermont,  I  have  to  say  that 
thus  far  this  work  has  been  under  the  care  of  the  different 
localities  concerned.  The  city  of  Rutland  has  conducted 
such  classes.  A  few  other  cities  in  the  state  have  offered  to 
conduct  classes,  but  it  has  not  been  found  possible  to  secure  a 
sufficient  number  of  students. 

"I  think  it  is  pertinent  to  call  your  attention  to  the  fact 
that  aside  from  the  cities  of  Rutland,  Barre,  and  Montpelier 
we  have  no  groups  of  foreigners.  In  the  northern  part  of 
Vermont  there  are  a  considerable  number  of  French  Cana- 
dian farmers  and  in  some  cases  these  people  are  unable  to 
speak,  read  or  write  the  English  language.  We  have  not 
been  able  to  find  any  way  by  which  we  could  reach  these 
people  because  in  a  large  measure  it  would  require  individual 
instruction. 

"  You  were  kind  enough  to  indicate  a  desire  for  my  views 
on  this  matter.  Our  experience  has  shown  the  futility  of 
trying  to  accomplish  this  work  through  purely  foreign  attend- 
ance. We  got  in  such  classes  the  persons  who  would  be 
almost  certain  to  secure  a  speaking  and  reading  knowle(Tgo 
of  the  language,  even  though  no  schools  were  conductad. 
The  persons  who  are  most  in  need  of  this  instmction  and  who 
are  most  dangerous  to  the  state  without  it  cannot  be  per- 
suaded to  join  the  classes.  They  have  their  various  groups 
and  societies  in  which  their  native  language  is  spoken.  To 
a  considerable  extent  the  people  of  their  own  nationality  con- 
trol the  industries  in  which  they  work  and  we  are  unable  to 
secure  them  in  our  schools.  We  are  also  troubled  to  some 
extent  by  the  existence  of  schools  in  which  the  instruction 
is  in  language  other  than  the  English  language.  Needless 
to  say  these  are  private  schools.  I  do  not  believe  that  such 
conditions  ought  to  be  allowed  to  exist.      In  my  judgment 

[4121] 


4122  Citizenship  Training  in  Other  States 

tlie  state  should  allow  sucli  resources  to  the  schools  to  make 
it  possible  for  them  to  properly  instruct  adult  foreigners. 
When  this  has  been  done  some  means  should  be  found  by 
which  such  adult  foreigners  may  be  required  to  attend  such 
classes  and  be  taught  our  language  and  the  duties  and  respon- 
sibilities of  citizenship. 

"  The  locality  should,  I  believe,  be  held  responsible  for 
the  instruction,  necessary  financial  assistance  being  given  by 
the  state.  I  believe  that  the  law  controlling  the  attendance 
of  foreigners  should  by  some  means  be  made  nation-wide  in 
order  that  there  may  be  uniformity  of  requirements.  If  the 
states  have  authority  to  enact  such  laws  the  states  themselves 
should  do  it  rather  than  the  federal  government." 


CHAPTER  XLin 
Virginia 

J.  X.  HiLLMAisr,  Secretary  State  Board  of  Education,  Richmond. 
Letter,  October  27,  1919.  Bulletin,  '^  Virginia  School 
Laws,  1915,"  "Amendments  to  School  Laws,  1917,"  and 
''Digest  of  Certain  School  Legislation  Passed  by  the  Last 
Assembly  of  Virginia." 

1.  State  Legislation  —  Compulsion  for  Minors 

Digest  of  Certain  School  Legislation. 

Aj^T  act  to  provide  (in  certain  cases)  for  the  compulsory  attend- 
ance of  children  between  the  ages  of  eight  and  twelve  years 
upon  the  public  school  of  Virginia  and  providing  penalties 
for  failure  and  designating  the  manner  of  collecting  such 
penalties. 

Every  parent  or  guardian  or  other  person  having  control  of 
any  child  between  the  ages  of  eight  and  twelve  is  required  to  send 
such  child  to  a  public  school  for  at  least  sixteen  weeks  in  eacli 
school  year,  which  attendance  shall  commence  at  the  beginning 
of  the  school  term,  and  shall  be  as  nearly  continuous  as  possible. 
A  child  weak  in  body  or  mind,  or  able  to  read  and  write,  or  in 
attendance  upon  a  private  school,  or  living  more  than  two  miles 
from  a  public  school,  or  more  than  one  mile  from  a  wagon  route, 
or  who  is  excused  for  cause  by  the  district  board,  is  exempted 
from  the  provisions  of  the  Act.  District  school  boards  shall, 
within  fifteen  days  after  the  schools  open,  ascertain  the  condition 
of  children  between  eight  and  twelve  who  are  not  attending  school, 
and  shall  report  all  violations  of  this  act  to  the  division  superin- 
tendent who  shall  at  once  prosecute  each  and  every  offense.  The 
superintendent  shall  make  careful  investigations  of  the  facts  in 
the  case  of  non-attendance,  and  when  no  valid  reason  is  found, 
shall  give  written  notice  to  parent  or  guardian  at  the  usual  place 
of  residence,  which  notice  shall  require  the  attendance  of  the  child 
at  the  school  named  in  the  notice  within  seven  days. 

[4123] 


4124  Citizenship  Training  in  Othee  States 

2.  State  Legislation  —  Flags 
Amendments  to  School  Laws,  1917.    Pages  18,  19. 

TO  PROVIDE  UNITED  STATES  FLAG  FOR  SCHOOLS 

1.  Upon  a  petition  of  a  majority  of  the  patrons  of  any  school 
in  the  state,  the  school  authorities  of  each  citv  and  of  each  school 
district  in  the  State  of  Virginia,  shall  provide  for  such  public 
school  within  their  jurisdiction  a  United  States  flag,  commen- 
surate with  the  size  of  the  building,  but  of  a  size  not  less  than 
four  by  six  feet,  together  with  a  flagstaif  or  pole,  and  the  ropes^ 
pulleys,  and  other  paraphernalia  needed  for  flying  said  flag. 

2.  That  the  money  necessary  for  the  purchase  of  said  flag, 
flagstaff  and  paraphernalia  shall  be  used  from  the  moneys  in  the 
hands  of  the  said  school  authorities  for  school  purposes,  and  when 
any  of  these  articles  shall  become  worn  out  or  unfit  for  use,  they 
shall  be  replaced  by  said  authorities. 

3.  That  the  said  flag  shall  be  flown  from  a  staff  attached  to  the 
said  school  building,  or  from  a  pole  located  not  more  than 
fifty  feet  from  said  school  building,  and  within  the  grounds 
adjacent  to  it. 

4.  That  it  shall  be  the  duty  of  each  teacher  in  a  school  employ- 
ing one  teacher  only,  and  of  the  principal  of  each  school  employing 
more  than  one  teacher,  to  see  that  said  flag  shall  be  flown  from 
said  flagstaff  or  pole  during  school  hours  of  each  school  day  in 
the  year,  from  the  hour  of  opening  until  the  hour  of  closing  the 
school  under  his  or  her  charge,  except  upon  such  days  as  an 
injury  to  the  flag  would  be  likely  to  result  from  flying  it,  by 
reason  of  inclement  weather  conditions. —  Acts  1916,  p.  327. 

3.  State  Legislation  Providing  Facilities  for  Adults 
Virginia  School  Laws,  1915.    Acts  1915,  page  82,  sec.  102. 

102.  Admission  of  persons  between  twenty  and  twenty-five 
years  of  age;  district  hoard  may,  under  certain  conditions,  estab- 
lish niglit  schools  and  admit  pupils  regardless  of  age. —  Any 
board  of  district  school  trustees  may,  in  its  discretion,  admit  as 
pupils  into  any  of  the  public  schools  of  its  district  persons  between 
the  ages  of  twenty  and  twenty-five  years  on  the  prepayment  of 
tuition  fees,  under  regulations  to  be  prescribed  by  the  State 
Board  of  Education,  provided  the  admission  of  such  pupils  will 


Virginia  4125' 

not,  in  the  opinion  of  the  district  board,  impair  the  usefulness  and 
efSciency  of  such  school. 

And  the  board  of  district  school  trustees  in  districts  where  day 
schools  are  conducted  for  eight  or  more  months  each  year  may, 
in  its  discretion,  and  by  and  with  the  consent  of  the  State  Board 
of  Education,  and  under  rules  and  regulations  to  be  prescribed  by 
said  State  Board  of  Education,  establish  and  conduct  night  schools 
to  which  may  be  admitted  pupils  regardless  of  their  age;  but  no 
such  schools  shall  be  established  or  conducted  except  in  cases 
where,  in  the  opinion  of  the  said  State  Board  of  Education,  the 
usefulness  and  efficiency  of  the  day  schools  would  not  be  impaired 
thereby. 

Inasmuch  as  the  question  has  been  raised  as  to  the  authority  of 
certain  district  school  boards  to  conduct  night  schools,  an  emer- 
gency is  hereby  declared  to  exist,  and  this  act  shall  be  in  force 
from  its  passage. 

126.  Admission  of  other  persons;  night  or  evening  schools  or 
classes. —  In  order  to  extend  educational  privileges  to  persons 
(including  those  between  the  ages  of  twenty  and  twenty-five  years) 
unable  to  avail  themselves  of  the  full  benefits  of  the  public 
schools — 

(a)  Any  district  board  may,  in  its  discretion,  and  upon  such 
terms  and  conditions  as  the  division  superintendent  may  approve, 
admit  such  persons  into  any  of  the  schools  of  the  district,  pro- 
vided their  admission  will  not,  in  the  opinion  of  the  board  and  the 
superintendent,  impair  the  usefulness  and  efficiency  of  the  schools. 
!N"o  such  person  shall  be  retained  in  any  school  to  the  detriment 
of  the  school  or  any  of  its  pupils,  or  to  the  exclusion  from  the 
school  of  anv  child  between  the  a^es  of  seven  and  twentv  vears. 

(b)  Any  district  board  may  establish  and  conduct  night  or 
evening  schools  or  classes  as  provided  by  section  102  of  School 
Law,  upon  such  terms  and  conditions  as  the  division  superin- 
tendent may  approve. 

4.  Letter  from  J.  N.  Hillman,  Secretary  State  Board  of  Education, 
Kichmond,  October  27,  1919 : 

"I  regret  to  advise  that  there  is  no  organized  attempt  at 
Americanization  in  Virginia.  As  a  matter  of  fact  our  per- 
centage of  foreign-born  population  is  small,  and  there  is 
perhaps  less  need  for  this  type  of  work  than  in  other  sections 
of  the  country." 


4126  Citizenship  Tkaiking  in  Other  States 

5.  The  Hampton  Normal  and  Agricultural  Institute,  Hampton,  Wil- 
liam Anthony  Aery,  Publication  Secretary;  James  E.  Gregg, 
Principal;  P.  K.  Rogers,  Treasurer;  Gr.  P.  Phenix,  Vice-Principal; 
W.  H.  Scoville,  Secretary. 

Trustees. 

William  Howard  Taft,  President,  JSTew  Haven,  Conn. 

Francis  G.  Peabody,  Vice-President,  Cambridge,  Mass. 

Clarence  H.  Kelsey,  Vice-President,  Xew  York  City. 

George  Foster  Peabody,  iSTew  York  City. 

Charles  E.  Bigelow,  Xew  York  City. 

Arthur  Curtiss  James,  Xew  York  City. 

William  Jay  Schieffelin,  ISTew  York  City. 

William  W.  Frazier,  Philadelphia,  Penna, 

Frank  W.  Darling,  Hampton,  Virginia. 

Samuel  C.  Mitchell,  Newark,  Delaware. 

Henry  Wilder  Foote,  Cambridge,  Mass. 

W,  Cameron  Forbes,  Boston,  Mass. 

Alexander  B.  Trowbridge,  New  York  City. 

Chester  B.  Emerson,  Detroit,  Michigan. 

James  E.  Gregg,  Hampton,  Virginia. 

Robert  E.  Moton,  Tuskegee,  Alabama. 

Homer  L.  Ferguson,  Newport  News,  Virginia. 

State  Curators 

Appointed  by  the  Governor  for  The  Hampton  Normal  and  Agri- 
cultural Institute,  January  1,  1917,  for  a  term  of  four  years. 

J.  C.  Carter,  Houston.  W.  S.  Copeland,  Newport  News. 

J.  M.  Clark,  Danville.  W.  T.  Johnson,  Richmond. 

J.  T.  Lewis,  Richmond.  A.  T.  Stroud,  Norfolk. 

Hampton  Institute  Today:  Its  Gifts  to  Three  Races 
By  Wm.  Anthony  Aery 
Today  Hampton  Institute  is  not  a  government,  state,  or 
denominational  school.  It  is  a  private  corporation  controlled  by  a 
board  of  seventeen  trustees  who  represent  different  sections  of 
the  United  States  and  several  religious  denominations,  no  one  of 
which  has  a  majority. 


ViEGINIA  4127 

Hampton  Inslitute  an  Industrial  Yilhige 

Hampton  Institute  is  an  educational  demonstration  station 
where  three  races  work  out  daily,  with  a  minimum  of  friction, 
the  problems  of  every-day  life.  Indeed,  it  is  an  industrial  vil- 
lage —  with  dormitories,  dining-halls,  a  community  auditorium, 
a  general  store,  light,  power,  heating,  and  refrigeration  plants,  a 
trade  school,  farms,  home-economics  classrooms,  steam  and  hand 
laundry,  and  other  valuable  equipment  for  training  community 
leaders. 

Hampton  Institute  overlooks  the  historic  and  beautiful  Hamp- 
ton Roads,  where  the  battle  between  the  "  Monitor  "  and  "  Merri- 
mac,"  revolutionizing  naval  warfare,  was  fought  during  the 
American  Civil  War. 

Armstrong  and  Frissell:  Founder  and  Builder 

Samuel  Chapman  Armstrong  was  born  on  January  30,  1839, 
in  the  Hawaiian  Islands,  the  son  of  missionary  parents.  He 
came  to  the  United  States  and  entered  Williams  College  at  Wil- 
liamstown,  Massachusetts,  where  he  came  in  close  contact  with 
Mark  Plopkins,  one  of  America's  greates  educators  and  exponents 
of  '•  the  sublime  philosophy  of  Christianity."  At  Williams  Col- 
lege, as  elsewhere,  Armstrong  did  with  his  might  what  his  hands 
found  to  do. 

Through  contact  with  Negro  soldiers  during  the  American 
Civil  War,  Armstrong  learned  to  know  and  believe  in  Negroes. 
He  finally  laid  down  the  sword  and  took  up  the  Bible  and  the 
spelling-book  at  Hampton  Institute  in  1868.  General  Armstrong 
died  on  May  11,  1893.  He  was  given  a  simple  soldier's  burial 
in  the  Hampton  Institute  Cemetery  by  the  side  of  the  last  student 
who  had  died. 

Armstrong  said  "  It  pays  to  follow  one's  best  light  —  to  put  God 
and  country  first;  ourselves  afterwards." 

Hollis  Burke  Frissell  (born  1851,  died  1917),  beloved  principal 
of  Hampton  Institute  for  nearly  twenty-five  years  1893-1917), 
statesman-educator,  and  America's  foremost  authority  on  race 
relations,  bound  thousands  of  thoughful,  consecrated  men  and 
women  to  himself  with  the  never-failing  cords  of  love  and  service. 


4128  Citizenship  Training  in  Other  States 

Doctor  Gregg:  Hampton's  Fearless  Principal 
George  Foster  Peabody  of  Xew  York,  Hampton's  senior  trustee 
anil  a  well-known  retired  American  banker,  introduced  Dr.  Gregg 
with  these  words  to  the  great  Hampton  family  of  friends,  alumni, 
w^orkers  and  students: 

What  Hampton  Is 

An  undenominational  industrial  school  founded  in  1868  by 
Samuel  Chapman  Armstrong  for  Negro  youth.  Indians  admitted 
in  1878. 

Object 

To  train  teachers  and  industrial  leaders. 

Bquijmient 

Land,  about  1,100  acres;  buildings,  140. 

Courses 

Academic,  normal,  trade,  agriculture,  business,  home  economics. 

Enrollment 

Including  Normal,  Practice,  and  Summer  Schools,  1855. 

Results 

Outgrowths:  Tuskegee  Institute,  Tuskegee,  Alabama;  Calhoun 
Colored  School,  Lowndes  County,  Alabama;  Mt.  ]\Ieigs  People's 
Village  School,  Mt.  Meigs,  Alabama;  and  many  smaller  schools 
for  Negroes. 

Needs 

$135,000  annually  above  regular  income. 
$4,000,000  Endowment  Fund. 
Scholarships. 

Annual  Scholarship,  $100. 

Endowed  Scholarship,  $2,500. 

"  Dr.  Gregg  bi-ings  to  his  task  the  moral  courage  which  made 
General  Armstrong  daring  and  the  spiritual  serenity  which  made 
Doctor  Frissell  wise.  The  friends  of  the  School  look  with 
renewed  confidence  and  hope  to  the  l>eginning  of  Hampton's 
second  half-century  of  national  service  under  the  leadership  of  a 
man  so  well  equipped  as  Dr.  Gregg." 


IS 
a 


G 


re 

la 

S 
;-• 
o 


Virginia  4129 

Washington  and  Moton:  Hampton  Products 

Dr.  Booker  T.  Washington,  who  in  1881  founded  Tuskegee 
Institute  in  the  Black  Belt  of  Alabama,  received  his  training 
for  educational  service  and  race  leadership  at  Hampton  Institute, 
from  which  he  was  graduated  in  1875. 

Dr.  Robert  Russa  Moton,  who  in  1915  succeeded  Dr.  Booker  T. 
Washington  as  principal  of  Tuskegee  Institute,  which  is  located 
in  the  heart  of  the  Black  Belt  of  Alabama,  is  Hampton's  most 
eminent  living,  colored  gi'aduate. 

He  was  born  in  Virginia  in  1867  and  is  today  the  spokesman 
for  millions  of  American  I^egroes.  The  story  of  his  useful, 
eventful  life^ — ^  "  Finding  a  Way  Out"  (published  by  Double- 
day,  Page  and  Company  of  ISTew  York)  —  is  full  of  the  romance 
of  struggle  and  victory;  of  association  with  great  Americans  like 
Armstrong,  Frissell,  Washington,  Ogden,  Dillard,  Buttrick,  Taft, 
Roosevelt;  and  of  organization  and  leadership  in  a  period  of 
National  crisis. 

School  for  Civilization 
At  the  lavino;  of  the  James  Hall  corner-stone  Dr.  Frissell  said : 
"  This  is  ahvays  to  be  a  school  for  Christian  civilization.  Here 
men  are  to  lead  lives  of  cleanliness  and  orderliness.  Here  men  are 
to  learn  to  devote  themselves  to  the  laws  of  health  and  to  clean, 
moral  living. 

Hampton  Institute  Trade  School 
Dr.  Francis  Gr.  Peabody  of  Harvard  University,  vice-president 
of  the  Hampton  board  of  trustees,  says  in  his  history  of  Hampton 
Institute,  which  he  has  appropriately  called  "  Education  for 
Life  " ;  "  Trade-education  as  conceived,  gradually  developed  and 
finally  realized  at  Hampton  Institute,  is  a  development  of  the 
person  through  the  trade,  rather  than  a  development  of  the  trade 
through  the  person.  The  product  is  not  primarily  goods,  but 
goodness ;  not  so  much  profit  as  personality." 

Worhing  with  the  Hands:  A  Badge  of  Honor 

Working  with  the  hands  is  a  badge  of  honor  —  this  doctrine 
Hampton  has  consistently  taught  men  and  women  ever  since  its 
founding  in  1868.  Those  who  wish  to  lead  their  people  from 
poverty  and  ignorance  to  the  higher  things  in  life  must  continue 
to  look  to  the  soil  as  the  source  of  lasting  wealth  and  economic 
independence.     In  times  of  peace,  as  well  as  in  times  of  war, 

129 


4130  Citizenship  Training  in  Other  States 

Hampton  has  emphasized  the  value  of  scientific  farming  and  the 
wise  conservation  of  food.  Hampton  has  insisted  that  all  its 
students — men  and  women  alike — must  take  some  essential 
work  in  agriculture  so  as  to  prepare  themselves  for  safe  race 
leadership. 

General  Armstrong  and  his  successors  realized  fully  the  sig- 
nificance of  teaching  men  and  women  how  to  earn  an  honest  living 
and  rear  a  sound  civilization  on  agriculture  as  a  basic  occupation 
for  the  masses. 

Ogden  Hall:  The  People's  Meeting-place 

"The  Robert  Curtis  Ogden  Auditorium"  at  Hampton  Insti- 
tute stands  as  a  national  monument  to  one  of  America's  educa- 
tional statesmen.  It  is  a  modern,  well-equipped  auditorium  w^hich 
will  accommodate  some  2,500  persons.  It  cost  about  $200,000. 
Ludlow  and  Peabody  of  IsTew  York  were  the  architects.  The 
auditorium  is  most  satisfactory  in  the  details  of  arrangement, 
construction,  and  equipment. 

When  Samuel  C.  Armstrong  came  to  the  United  States  from 
the  Hawaiian  Islands  he  brought  with  him  a  letter  of  introduc- 
tion to  Mr.  Ogden,  who  was  then  a  young  man  beginning  his 
career  in  New  York.  For  thirty-odd  years  Ogden  and  Armstrong 
worked  together  with  a  single  purpose.  To  them,  helping  men 
to  help  themselves  became  a  passion. 

When  Armstrong  went  North  for  the  first  time  to  plead  the 
cause  of  the  unknown  ISTegro  school  which  he  had  started  not  far 
from  Fortress  Monroe,  Mr.  Ogden  threw  open  his  home  and 
introduced  the  future  "  statesman-educator  "  to  many  influential 
men  and  women  in  iSTew  York  and  Brooklyn.  These  two  high- 
spirited  young  men  —  the  one  speaking  prophetically  of  a  better 
day  for  all  men  through  education,  the  other  quietly  co-operating 
to  make  prophecies  become  realities  —  won  a  host  of  friends  to 
their  cause. 

When,  in  1893,  the  mantle  of  General  Armstrong  fell  upon 
the  strong  shoulders  of  Ilollis  Burke  Frissell,  it  was  Mr.  Ogden 
who  came  forw^ard  to  servo  Hampton  as  president  of  the  Board  of 
Trustees  and  to  continue  his  most  loyal  service. 

Girls  at  Hampton  Study  Agriculture  and  Rug-weaving 
Hampton  girls,  many  of  whom  serve  as  teachers  or  school  super- 
visors and  many  more  who  soon  become  homemakers,  are  grounded 


Virginia  4131 

in  the  basic  principles  of  modern,  scientific  agriculture.  Girls, 
working  in  small  groups  for  eight  months  (for  five  fifty-minute 
periods  a  week),  prepare  the  ground  and  then  plant  and  care 
for  a  small  garden  which  will  supply  a  family  with  its  green 
vegetables.  This  work  is  done  under  thorough  supervision.  The 
Hampton  girls  also  learn  how  to  dry  and  can  fruits  and  vegetables 
for  winter  use. 

Girls  at  Hampton  learn  how  to  draw  artistic  designs  for  rugs, 
sofa-pillow  covers,  bags,  and  scarves,  which  they  later  weave  on 
appropriate  looms.  They  learn  how  to  combine  properly  colors 
and  house  furnishings  as  a  part  of  their  training  for  better  home- 
making,  which  is  the  most  important  Hampton  aim. 

Better  Cooking  —  Better  Homes 
Colored  and  Indian  girls  at  Hampton  Institute  receive  thorough 
training  in  the  how  and  why  of  cooking,  sewing,  laundering  work, 
gardening,  methods  of  teaching,  and  community  organization. 

The  following  housework  card  indicates  the  tasks  which  Hamp- 
ton girls  must  learn  how  to  perform  well :  Bedmaking ;  sweeping 
and  dusting;  caring  for  washstand  and  wardrobe;  cleaning  floors 
and  rugs,  bath  and  sinkrooms,  corridors  and  stairs ;  table  setting 
and  clearing;  dishwashing  and  care  of  towels;  scrubbing;  silver 
cleaning  and  knife  polishing;  waiting  on  table. 


«■«• 


The  Hampton  Spirit " 

Hampton  students  from  the  earliest  days  of  the  School  have 
been  active  neighborhood  missionaries.  Every  Sunday  afternoon 
a  large  band  goes  forth  to  serve  the  poor  and  aged  and  unfortunate. 
Some  visit  the  cabins  of  the  lowly.  Some  hold  simple  services  of 
prayer  and  song  in  the  local  county  jail,  poorhouse,  and  neigh- 
boring hospital  for  aged  soldiers.  Some  teach  in  the  neighborhood 
Sundav  schools. 

Spreading  Hampton  Ideas 
Whenever  the  Hampton  Singers,  now  well-known  nationally 
for  their  plantation  melodies  —  the  "  spirituals "  of  the  Old 
South  —  go  into  the  field,  with  the  motion-picture  outfit  and 
group  of  speakers,  they  create  new  interest  in  the  school's  method 
of  training  efficient.  Christian  leaders  among  Negroes  and  Indians, 
as  well  as  raise  money  for  Hampton's  growing  work.  The  print- 
ing department  co-operates   in   producing   attractive   invitations, 


4132  Citizenship  Trai^-ixg  in  Other  States 

programs,  and  booklets  which  will  win  the  attention  and  hold  the 
interest  of  possible  friends  of  just  ideas  of  education. 

Whenever  the  Principal  of  Hampton  wishes  to  reach  the  public 
with  an  editorial  or  report  on  the  school's  work  or  needs,  or 
progress,  he  prepares  his  material  for  the  Southern  Workman — • 
Hampton's  illustrated,  monthly  magazine,  founded  in  1872  —  and 
then  leaves  the  task  of  getting  out  an  attractive  production  to  the 
printers,  who  work  in  co-operation  with  the  Publication 
Department, 

In  the  Hampton  Institute  Trade  School  selected  ISTegro  and 
Indian  youth  have  the  opportunity  of  studying  carpentry  and 
cabinetmaking,  blacksmithing  and  wheelwrighting,  the  use  of 
wood-working  machines,  and  the  construction  of  modern  dwelling 
houses. 

Hampton  Institute  Battalion  in  Khaki 

Over  800  Hamptonians  during  the  World  War  became  members 
of  the  fighting  force  for  Democracy.  Many  Hampton  men  went 
overseas  and  became  members  of  combatant  units.  Many  served 
as  non-commissioned  and  as  commissioned  officers.  All  made  fine 
records. 

Promptness,  alertness,  self-control,  endurance,  and  respect  for 
authority  are  taught  some  five  hundred  Xegro  and  Indian  boys 
at  Hampton.  Major  Allen  Washington,  a  Hampton  graduate  and 
president  of  the  Negi-o  Organization  Society  of  Virginia,  is  the 
commandant.  He  is  also  a  member  of  the  School's  administrative 
board. 

Nearly  half  of  the  boys  at  Hampton  belong  to  the  School's  unit 
of  the  Eeserve  Officers  Training  Corps,  which  is  commanded  by 
a  Hampton  graduate,  who  is  an  emergency  officer  in  the  United 
States  Army, 

The  military  organization  of  the  boys  at  Hampton  makes  it 
possible  for  the  students  to  have  a  good  deal  of  self-government, 
especially  in  their  dormitor)'  life. 

Boys  and  girls  at  Hampton,  working  under  competent  physical 
directors,  receive  careful  instruction  in  athletics,  gymnastics,  and 
personal  hygiene.  Hampton  aims  to  make  fine,  clean,  strong 
Christian  men  and  women.  Military  training  —  and  indeed  all 
other  training  —  is  carried  on  always  with  reference  to  building 
strong  Christian  character  in  the  boys  and  girls  who  come  to 
Hampton  from  Virginia  and  distant  states. 


ViEGINIA  4133 

Worl-ing  through  Boys'  and  Girls'  Clubs 

The  hope  of  the  Negro  and  Indian  races  is  in  their  children. 
Through  Hampton's  pioneer  vocational  work  and  its  reshaping 
of  a  sound  puLlic  opinion  in  favor  of  friendly,  Christian  race 
relations,  the  outlook  for  iv'egroes  and  Indians,  in  spite  of  many 
injustices  and  inequalities  (born  of  lack  of  understanding),  is 
more  hopeful  today  than  it  ever  has  been. 

Through  young  boys  and  girls  in  rural  and  city  districts,  older 
people  are  being  won  over  to  the  idea  of  better  living.  The  success 
of  boys  and  girls  in  raising  better  crops  and  finer  animals  than 
their  parents  ever  raised  under  the  old-time,  non-scientific  methods 
is  revolutionizing  country  life. 

It  is  the  graduates  of  an  institution  who  determine  its  reason  foi 
being.  To  show  that  Hampton  Institute  is  justified  for  its  more 
than  fifty  years  of  work  for  the  Negro  and  Indian,  some  results 
of  that  work  in  the  achievements  and  influence  of  its  graduates 
are  offered  in  the  following  pages. 

While  the  many  vocations  of  Hampton-trained  men  and  women 
are  classified  in  this  leaflet  under  seven  main  heads  —  teaching;, 
farming,  extension  work,  trades,  social  work,  business,  and  the 
professions  —  there  are  many  other  occupations  in  which  their 
influence  is  felt.  A  Hampton  graduate  does  not  follow  a  vocation 
merely  to  earn  a  living.  Each  one  is  sent  out  imbued  with  the 
desire  to  help  his  neighbor  and  his  whole  community  to  a  higher 
plane  of  living.  He  interests  himself  in  the  churches,  in  the 
Sunday  schools,  in  the  social  activities,  in  the  various  clubs  of  his 
people.  Hampton  graduates  are  not  only  sane  and  able  leaders, 
but  they  have  a  reputation  for  gaining  the  respect  of  their  white 
neighbors,  and  of  living  at  peace  with  them. 

The  record  in  this  little  pamphlet  is  of  necessity  brief  and 
incomplete.  It  is  intended  merely  to  indicate  some  of  the  results 
of  Hampton's  fifty-odd  years  of  training  in  the  establishment  in 
the  South  and  West  of  better  homes,  better  schools,  better  health, 
better  farms  —  of  a  better  type  of  citizenship  among  Negro  and 
Indian  peoples. 

Tuskegee  was  founded  by  a  Hampton  graduate.  Its  present 
principal  and  twenty-five  others  of  its  staff  are  Hampton  men  and 
women.  The  dining  hall  was  completed  and  another  large  build- 
ing erected  by  a  graduate  of  the  Hampton  Trade  School. 


4134  Citizenship  Tbaining  in  Othek  States 

PRINCIPAL  OF  SCHOOLS 

Fifty-four  Haxapton  gi-aduates  and  ex-students  are  principals 
of  important  schools.  Tuskegee  Institute,  with  an  enrollment 
(1920)  of  over  1,700,  is  by  far  the  largest.  The  St.  Paul  School, 
Lawrenceville,  Va.,  comes  next  in  size.  Seven  of  the  fifty-four 
Hampton  principals  are  heads  of  the  new  county  training  schools 
now  being  established  in  all  parts  of  the  South ;  three  are  superin- 
tendents of  State  industrial  schools;  and  many,  scattered  from 
"New  Jersey  to  Alabama  and  the  West  Indies,  are  in  charge  of 
large  private  or  public  schools  Avith  assistants  in  grades  from  the 
first  to  the  tenth.     Twenty-one  of  these  schools  are  in  Virginia. 

A  number  of  these  educational  leaders  have  been  working  in 
the  same  communities  for  twenty-five  or  more  years,  exerting  a 
tremendous  influence  in  uplifting  their  people.  Some,  who  are 
no  longer  living,  notably  Booker  T,  Washington,  Class  of  1875, 
gave  an  impetus  to  i^egro  education  and  general  uplift  which  has 
been  invaluable. 

GRADE  TEACHERS 

The  great  majority  of  Hampton  graduates  and  ex-students  (95 
per  cent,  of  the  women)  have  become  teachers,  either  in  secondary 
schools  or  in  the  elementary  gi'ades.  They  are  found  in  city 
public  schools,  as  well  as  in  private,  State  normal,  and  county 
training  schools;  and  throughout  the  South  in  the  rural  district 
schools,  where  they  are  influencing  hundreds  of  thousands  of 
colored  children. 

These  rural  teachers  are  the  workers  who  reach  most  effectively 
the  masses  of  the  colored  people  and  helpfully  influence  school 
officials  by  their  thorough  work  and  upright  manner  of  living. 
They  have  created  little  centers  of  Hampton  influence  throughout 
the  South.  They  must  be  equal  to  all  demands  —  teach  academic 
and  industrial  subjects,  as  well  as  hygiene  and  Sanitation;  furnish 
vocational  guidance  to  their  pupils ;  take  a  leading  part  in  re- 
ligious work ;  and  co-operate  in  all  community  activities.  At 
least  twenty-seven  Hampton  graduates  are  known  to  have  taught 
in  the  same  place  forty  or  more  years. 

VOCATIONAL  TEACHERS 

Hampton  men  teach  agriculture,  manual  training,  and  the  vari- 
ous trades.  They  teach  in  private,  high,  and  county  training 
schools,    agricultural    colleges,    and   large  graded   schools.      The 


ViKGINIA  4135 

women  teach  cooking,  sewing,  basketry,  weaving,  chair-caning,  and 
other  household  handicrafts. 

Many  of  these  teachers  hold  positions  of  gi-eat  importance.  One 
is  State  Teacher  Trainer  for  the  North  Carolina  State  Board  of 
Vocational  Education,  having  under  his  jurisdiction  the  twelve 
schools  of  that  State  offering  agriculture  under  the  Smith-Hughes 
Act.  He  instructs  the  teachers  and  inspects  their  work,  A  woman 
graduate  holds  a  similar  position  in  Texas,  being  at  the  head  of 
the  home-economics  department  in  the  Colored  State  Agi-icultural 
College,  and  supervising  the  Smith-Hughes  teachers  of  homo 
economics  in  the  State. 

Among  the  two  hundred  and  more  Hampton  vocational  teachers 
are  superintendents  of  industries,  heads  of  agricultural  and  home- 
economics  departments,  and  foremen  of  shops  in  large  institutions, 
including  a  number  of  Indians  in  Government  schools. 

SUPERVISING  INDUSTRIAL  TEACHERS 
A  powerful  force  in  rural  Negi'o  industrial  education  is  the 
supervising  industrial  teacher.  There  are  now  270  such  teachers 
in  the  South.  In  Virginia  and  North  Carolina  the  State  agents 
directing  this  home  and  school  work  are  Hampton  women,  who 
supervise  in  North  Carolina  44  teachers,  and  in  Virginia  66,  of 
whom  39  were  trained  at  Hampton. 

Besides  organizing  garden  clubs  which  can  hundreds  of  thou- 
sands of  quarts  of  fruit  and  vegetables,  and  forming  poultry  clubs 
which  sell  eggs  by  the  thousand  dozen,  thus  improving  the  daily 
fare  and  at  the  same  time  conserving  food,  these  supervisors  are 
the  moving  power  in  introducing  labor-saving  devices  in  the 
homes;  in  painting  and  screening  them;  in  cleaning  yards  and 
whitewashing  outbuildings;  in  lengthening  school  terms;  and  in 
building  new  schoolhouses.  Not  the  least  of  their  accomplish- 
ments is  the  lesson  taught  by  their  co-operation  with  other  forces 
working  for  social  betterment  —  the  white  State  supervisor,  the 
ministers  of  their  race,  the  county  agents,  and  the  Virginia  Negro 
Organization  Society. 

COUNTY  AGENTS 

Another  powerful  influence  in  rural  colored  communities  is  the 
county  agent,  who  does  for  the  men  and  boys  of  the  community 
what  the  home-demonstration  agents  do  for  the  women  and  girls. 

In  this  work  also  Hampton  graduates  have  a  large  share.  The 
special  agent  having  supervision  of  the  colored  work  in  the  States 


4136  Citizenship  Training  in  Other  States 

of  Virginia,  West  Virginia,  JSTorth  and  South  Carolina,  Kentucky, 
and  Maryland  with  56  agents  under  him  is  a  Hampton  man;  and 
the  men  in  charge,  respectively,  of  the  Virginia  and  North  Caro- 
liua  agents  are  also  Hamj^ton  graduates,  as  is  the  State  agent  for 
Mississippi.  One  in  Georgia  has  charge  of  ten  counties.  Beside 
these  supervising  agents  a  number  of  Hampton  men  are  in  the 
rank  and  file.  The  total  number  of  farmers  helped  by  them 
reaches  into  the  tens  of  thousands. 

Among  the  objects  attained  by  these  men  are  more  economic 
crop  production;  improvement  in  live  stock;  co-operation  in  edu- 
cation; community  club  work,  and  business  enterprises;  and 
organization  of  boys'  clubs.  Their  achievements  have  received 
State  and  National  recognition. 

TRADESMEN  AND  FARMERS 

Including  Indians,  over  two  hundred  Hampton  men  are  con- 
tractors, owners  of  shops,  foremen,  or  journeymen  in  the  various 
trades.  This  is  75  per  cent,  of  those  finishing  trades  since  1900. 
Their  weekly  earnings  range  from  thirty  to  fifty  dollars.  During 
the  war,  many  were  employed  by  the  Government  and  earned  even 
larger  wages.  They  have  little  trouble  in  obtaining  work  at  their 
trades  in  the  South,  where  skilled  colored  tradesmen  are  employed 
in  large  numbers  by  many  white  firms,  as  well  as  by  their  own 
development  companies  recently  organized. 

Nearly  three  hundred  Indian  former  students  of  Hampton  and 
many  colored  graduates  and  ex-students  are  farmers.  A  number 
of  the  Indians  are  stockraiscrs  on  a  large  scale.  It  is  the  aim  of 
Hampton  men  who  go  into  farming  to  buy  land  and  encourage 
others  to  do  so.  Graduates  in  Virginia  and  other  States  are 
buying  land  and  selling  it  at  reasonable  rates  to  colored  farmers, 
thus  encouraging  them  to  become  property  owners  and  good 
citizens.  Many  Hampton  men  marry  Hampton  women,  and  their 
homes  are  community  object  lessons. 

BUSINESS  AND  PROFESSIONAL  WORKERS 

Very  important  business  positions  have  been  held  for  many  years 
by  Hampton  graduates  —  notably  in  the  treasurer's  offices  at 
Hampton,  Tuskegee,  and  other  large  schools.  A  number  are 
Government  clerks,  or  ofRcc  rs  in  Ijanks ;  a  few  are  bank  directors ; 
some  arc  successful  insurance  agents;  and  about  500  graduates 
and  former  students  are  in  business  for  themselves  or  essential 


Virginia  4137 

to  the  business  enterprises  with  which  they  are  connected.  At 
least  eleven  very  successful  corporations  owe  their  existence  to  the 
business  sagacity  of  Hampton's  sons. 

At  least  300  Hampton  men  and  women  are  carrying  the  school'3 
spirit  into  professional  life.  Several  graduate  physicians  are 
heads  of  excellent  hospitals.  Besides  the  doctors,  many  nurses, 
druggists,  and  dentists  are  teaching  that  strong  bodies  are  essen- 
tial to  race  advancement.  One  of  the  several  ministers  who  have 
distinguished  themselves  is  now  a  bishop  in  the  A.  M.  E.  Zion 
Church.  Another  won  fame  as  an  African  missionary.  Hamp- 
ton lawyers  include  some  who  have  served  as  special  judges,  and 
one  who  has  been  very  prominent  in  Indian  land  cases  and  is 
now  president  of  the  Society  of  American  Indians.  A  few  Hamp- 
ton graduates  wield  large  influence  in  journalism. 

SOCIAL- SERVICE  WORKERS 

In  increasing  numbers  Hampton  graduates  are  engaging  in 
social-service  work,  and  some  have  attained  high  rank  and  wide 
recognition  in  this  field.  One  of  these,  who  is  superintendent  of 
the  Virginia  Industrial  Home  School  for  wayward  colored  girls, 
has  recentlv  been  made  a  member  of  the  executive  committee  of  a 
National  white  welfare  organization;  another  has  been  called 
from  city  to  city  to  organize  settlements.  Her  latest  activities 
have  been  in  Chester,  Pa.,  where  she  has  done  remarkable 
organization  work  for  Community  Service.  A  third  colored 
woman  graduate,  a  physician,  was  selected  by  the  War  Work 
Council  of  the  Y.  W.  C.  A.  to  lecture  to  the  women  of  her  race 
on  social  hygiene. 

Hampton  men  are  doing  excellent  settlement  and  Y.  M.  C.  A. 
work  in  the  West  and  South.  One  is  now  head  resident  worker 
in  the  Wendell  Phillips  Settlement  in  Chicago,  and  another  is 
engaged  in  similar  work  near  Philadelphia.  The  great  majority 
of  Hampton  graduates  do  some  form  of  social-service  work  where- 
ever  they  may  be  placed,  as  they  go  out  from  the  school  with  the 
thought  of  service  uppermost  in  their  minds. 


CHAPTER  XLIV 

Washington 

Josephine  Corliss  PRESToisr,  Superintendent  of  Public  Insiruc- 
tion,  Olympia.  Letter,  October  29,  1919.  Bulletins,  "Code 
of  Public  Instruction,  State  of  Washington,  1917."  Also 
"  School  of  Law  of  Washington." 

1.  State  Legislation  —  Directors 

Code  of  Public  Instruction,  1917.  Chapter  4.  Article  II,  Dis- 
trict Officers —  General  Provisions. 

222.  Election  and  eligibility. —  Directors  of  school  districts 
shall  be  elected  at  the  regular  annual  school  elections.  ISTo  person 
shall  be  eligible  to  the  office  of  school  director  who  is  not  able  to 
read  and  write  the  English  language. 

A  woman  who  is  a  citizen  of  the  United  States  and  of  this 
state,  and  otherwise  qualified  to  be  a  school  director,  does  not 
become  disqualified  by  marrying  an  Indian  who  has  not  severed 
his  tribal  relations. 

A  school  director  must  be  a  citizen  of  the  United  States. 

2.   State  Legislation  —  Compulsion  for  Minors  and  for  Minors  of 

Employment  Age 

Code  of  Public  Instruction,  1917.  Chapter  16.  Compulsory 
School  Law. 
487.  Age;  attendance;  excuses. —  All  parents,  guardians  and 
other  persons  in  this  state,  having  or  who  may  hereafter  have 
immediate  custody  of  any  child  between  eight  and  fifteen  years 
of  age  (being  between  the  eighth  and  fifteenth  birthdays),  or  of 
any  child  between  fifteen  and  sixteen  years  of  age  (being  between 
the  fifteenth  and  sixteenth  birthdays),  not  regularly  and  lawfully 
engaged  in  some  useful  and  remunerative  occupation,  shall  cause 
such  child  to  attend  the  public  school  of  the  district  in  which  the 
child  resides,  for  the  full  time  when  such  school  may  be  in  session, 
or  to  attend  a  private  school  for  the  same  time,  unless  the  super- 
intendent of  schools  of  the  district  in  which  the  child  resides, 
if  there  be  such  a  superintendent,  and  in  all  other  cases  the  county 
superintendent  of  common  schools,  shall  have  excused  such  child 
from  such  attendance  because  the  child  is  physically  or  mentally 

[4138] 


Washington  4139 

unable  to  attend  school,  or  has  already  attained  a  reasonable 
proficiency  in  the  branches  required  by  law  to  be  taught  in  the 
first  eight  grades  of  the  public  schools  of  this  state,  as  provided 
by  the  course  of  study  of  such  school,  or  for  some  other  suflicient 
reason. 

3.  State  Legislation  —  Patriotic  Measures 

School  Laivs  of  Washington,  1919.  Chapter  22.  Study  of 
American  History  and  Government  in  High  Schools. 

AN  ACT  relating  to  education,  the  powers  and  duties  of  the  State 
Board  of  Education,  and  prescribing  a  course  of  study  in 
American  history  and  i\.merican  government  as  a  prerequisite 
of  graduation  in  high  schools. 

Be  it  enacted  hy  the  Legislature  in  the  State  of  Washington: 

Section  1.  The  study  of  American  history  and  American  gov- 
ernment is  hereby  declared  to  be  indispensable  to  good  citizenship 
and  an  accurate  understanding  of  our  institutions,  and  a  proper 
appreciation  of  national  ideals. 

Section  2.  The  State  Board  of  Education  shall  prescribe  as  a 
course  of  studv  in  the  hio;h  schools  of  this  state,  American  historv 
and  American  government,  and  shall  require  as  a  prerequisite 
for  graduation  from  any  said  high  schools  one  full  school  year  of 
study  of  American  history  and  American  government. 

Passed  the  Senate  January  24,  1919. 

Passed  the  House  February  6,  1919. 

Approved  by  the  Governor  February  14,  1919, 

4.  State  Legislation  —  Flags 
Code  of  Puhlic  Instruction,  1917. 

224.  Flag  shall  be  displayed —  Every  board  of  directors  of  the 
several  school  districts  of  this  state  shall  procure  a  United  States 
flag,  and  shall  display  said  flag  upon  or  near  each  public  school 
building  during  school  hours,  except  in  unsuitable  weather,  and 
at  such  other  times  as  to  said  board  may  seem  proper,  and  shall 
cause  appropriate  flag  exercises  to  be  held  in  every  school  at  least 
once  in  each  week  at  which  exercises  the  pupils  shall  recite  the 
following  salute  to  the  flag:  "I  pledge  allegiance  to  my  flag 
and  to  the  republic  for  which  it  stands.  One  nation  indivisible 
with  liberty  and  justice  to  all." 


4110  CiTiZEXsHip  Traixixg  IX  Other  States 

5.  State  Legislation  —  Patriotic  Exercises 
School  Laws  of  Washingto^i^  1919.      Chapter  151. 

Section  2.  All  minors  of  the  state,  residing  or  employed  in 
sctool  districts  of  tlie  state  in  wliicli  part-time  schools  are  main- 
tained, as  hereinafter  provided,  shall  attend  school  until  the  age 
of  eighteen  (18)  years  unless  (1)  they  are  graduates  from  a 
four-year  high  school  course  or  its  equivalent,  (2)  they  are  in  a 
part-time  school  and  are  employed  in  accordance  with  the  terms 
of  any  state  or  federal  act  regulating  the  employment  of  such 
minors  under  the  age  of  eighteen  (18)  years,  (3)  shall  have  been 
excused  from  school  attendance  in  accordance  with  the  provisions 
of  this  act. 

6.  State  Legislation  —  English  Language 

Code  of  Public  Instruction,  1917. 

1-38.  Subjects  to  be  taught — AH  common  schools  shall  be 
taught  in  the  English  language,  and  instruction  shall  be  given  in 
the  following  branches,  viz. :  Reading,  penmanship,  orthography, 
written  arithmetic,  mental  arithmetic,  geography,  English  gram- 
mar, physiology  and  hygiene,  with  special  reference  to  the  effects 
of  alcoholic  stimulants  and  narcotics  on  the  human  system,  history 
of  the  United  States,  and  such  other  studies  as  may  be  prescribed 
by  the  State  Board  of  Education.  Attention  must  be  given  dur- 
ing the  entire  course  to  the  cultivation  of  manners,  and  the  funda- 
mental principles  of  honesty,  honor,  industry  and  economy,  to 
the  laws  of  health,  physical  exercise,  ventilation  and  temperature 
of  the  schoolroom,  and  not  less  than  ten  minutes  each  week  must 
be  devoted  to  the  systematic  teaching  of  kindness  to  not  only  our 
domestic  animals,  but  to  all  living  creatures. 

7.  State  Legislation  —  Teacher  Requirements 

School  Laws  of  Washington,  1919.  Chapter  38.  Relating  to 
Public  School  Teachers. 

AN  AGT  prohibiting  certain  persons  from  teaching  in  the  public 
schools  of  this  state  and  providing  punishment  for  tlie  viola- 
tion thereof. 

Be  it  Enacted  by  the  Legislature  of  the  State  of  Washington: 
Section  1.  No  person,  who  is  not  a  citizen  of  the  United  States 
of  America,  shall  teach  or  be  pennitted  or  qualified  to  teach  in 
any  common  school  or  high  school  in  this  state:     Provided,  how- 
ever, that  the  Superintendent  of  Public  Instruction  may  grant  to 


Washington  4141 

aliens  a  permit  to  teacli  in  tlie  common  and  liigli  scliools  of  this 
state;  providing  such  teacher  has  all  the  other  qualifications 
required  by  law,  has  declared  his  or  her  intention  of  becoming  a 
citizen  of  the  United  States  of  America,  and  that  five  years  and 
six  months  have  not  expired  since  such  declaration  was  made. 
Such  permits  shall  at  all  times  be  subject  to  revocation  by  and  at 
the  discretion  of  the  Superintendent  of  Public  Instruction. 

co:n'stitution'al    government    league, 
spokane  centre 

CONSTITUTION 

It  is  proposed  that  the  organization  be  knovrn  as  the  Constitu- 
tional Government  League,  Spokane  Centre. 

The  objects  of  the  League  are: 

First.  To  promote  a  better  understanding  and  a  keener  interest 
in  the  fundamentals  of  popular  government. 

Second.  To  secure  a  higher  standard  of  the  performance  of 
the  duties  of  American  citizenship. 

Third.  To  defend  American  institutions  against  foreign  and 
domestic  revolutionaries. 

Fourth.  To  strengthen  the  independence  of  our  public  officials 
and  protect  them  against  intimidation. 

The  Centre  is  to  be  officered  as  follows: 

President. 

Four  Vice-Presidents. 
Two  Secretaries. 
Nine  Directors. 

There  shall  be  no  salaried  officer  of  the  Centre. 

The  management  of  the  Centre  shall  be  in  control  of  these 
officers  and  directors,  and  the  activities  of  the  directors  are  defined 
as  follows : 

Director  of  General  Lectures, 
Director  of  Local  Speakers, 
Director  of  Propaganda, 
Director  of  Centres  and  Sub-Centres, 
Director  of  Publications, 
Director  of  National  Affairs, 
Director  of  State  Affairs, 
Directors  of  Membership. 


4142  CITIZE^'SHIP  Teaining  in  Other  States 

The  specific  duties  of  tlie  directors  are  to  be  along  these  lines: 

The  Director  of  General  Lectures. —  One  oliject  of  the  League 
is  to  arrange  for  lectures  on  national  issues,  and  the  aim  of  the 
director  will  he  the  presentation  of  all  live  questions  before  the 
citizens  of  Spokane  Centre.  The  director  will  communicate  with 
the  best  platform  speakers,  men  and  women  of  national  fame, 
who  can  command  attention  in  the  discussion  of  their  particular 
subjects.  The  director  will,  according  to  the  emergency,  arrange 
visits  of  prominent  speakers  and  plan  their  itineraries. 

The  Director  of  Local  Speakers. —  This  director  will  secure 
a  list  of  available  men  and  women  in  Spokane  and  adjoining 
towns,  who,  members  of  the  League,  will  volunteer  to  take  up 
the  discussion  of  state  and  national  questions.  The  only  expense 
to  be  incurred  for  these  speakers  is  their  transportation  and  hotel 
charges.  The  aim  should  be  to  utilize  these  men  and  women 
in  public  meetings  to  be  held  in  the  suburban  sections  of  the  city, 
community  halls,  towns  and  small  county  seats. 

Director  of  Propaganda. —  This  will  largely  consist  of  the  dis- 
semination of  pamphlets,  printed  speeches  and  leaflets.  The 
director's  duty  will  be  to  open  up  all  available  channels  for 
thorough  and  effective  distribution. 

Director  of  Centres  and  Sub-Centres. —  This  director  will  have 
charge  of  the  organization  of  Centres  in  the  Spokane  District 
and  Sub-Centres  in  Spokane  County.  The  organization  of  these 
Centres  and  Sub-Centres  will  be  as  follows:  Every  county  seat  to 
be  a  centre  of  the  League.  The  Centres  will  organize  Sub-Cen- 
tres in  every  town  within  their  counties. 

There  will  be  three  District  Centres  in  the  State  of  Washing- 
ton:    Spokane,  Seattle  and  Tacoma. 

The  Spokane  District  Centre  will  cover  all  territory  extending 
east  of  the  Cascade  Mountains. 

Seattle,  King  County,  and  all  territory  to  the  north. 

Tacoma,  Pierce  County,  and  all  territoiy  to  the  south. 

Director  of  Publications. —  This  director  will  be  in  charge  of 
pamphlets,  leaflets  and  printed  speeches  to  be  distributed  and 
will  see  to  the  purchase,  printing  or  the  donation  thereof.  Some 
of  these  pamphlets  and  leaflets  must  be  printed  by  the  League, 
but  the  greater  part  it  will  be  found  can  be  obtained  through  our 
representatives  in  Congress  and  state  oflficers  and  various  agencies 
now  in  existence  throughout  the  country. 

Director  of  National  Affairs. —  This  director  will  be  required 


Washington  4143 

to  keep  informed  on  all  national  issues,  their  progress  and  the 
various  agencies  at  work  regarding  them.  He  will  acquire  copies 
of  all  propaganda  issued  thereon  and  the  character  and  personnel 
of  the  organization  interested  therein. 

Director  of  State  Affairs. —  This  director  will  be  responsible 
for  reports  on  all  state  activities. 

Directors  of  Membership. — A  minimum  admission  fee  of  $1  is 
to  be  charged  each  member.  The  chief  aim  of  the  League  is  to 
inculcate  a  spirit  of  personal  service  among  its  members.  If  the 
spirit  can  be  created  and  maintained,  despite  the  ramifications 
of  the  League,  it  is  confidently  believed  that  ample  funds  will  be 
forthcoming  to  prosecute  its  work. 

The  League  in  its  lecture  field  must  avail  itself  of  all  present 
agencies.  Its  lectures  can  be  placed  before  chambers  of  com- 
merce, city  clubs,  university  clubs,  community  halls,  church 
guilds,  women's  clubs,  farmers'  meetings,  labor  halls  and  every 
open  gathering  wherever  possible. 

After  the  attack  on  Armistice  Day,  ]N'ovember  11,  1919,  of  the 
I.  W.  W.  on  a  marching  column  of  World  War  Veterans  at 
Centralia,  the  Constitutional  Government  League  conducted  a 
membership  drive,  mailing  out  copies  of  the  purposes  of  the 
League  and  a  small  leaflet  reading  as  follows: 

A  PLEDGE  OF  AMERICANISM 

1.  I  am  proud  that  the  United  States  of  America  is  my  coun- 
try, the  stars  and  stripes  my  flag.  iSTo  matter  from  what  race  I 
sprang  or  what  nation  may  claim  my  friendship,  my  watchword 
shall  be  America  first.  A  citizen  by  birth  or  choice,  I  will  ever 
strive  to  make  my  government  revered  at  home  and  respected 
abroad.  I  believe  in  open,  just  and  honorable  covenants  with 
other  nations  to  establish,  in  keeping  with  the  laws  of  God,  a  world 
of  justice  and  peace. 

2.  Above  all  party  or  selfish  interests,  I  will  uphold  our  offi- 
cials in  the  administration  of  the  laws.  I  will  abide  by  the  deci- 
sions of  the  majority  and  respect  the  rights  of  the  minority.  I 
will  support  the  Constitution  of  the  United  States  and  oppose 
every  organization  destructive  of  my  countiy's  good.  I  will  fol- 
low no  party  that  does  not  carry  the  flag  and  keep  step  to  the 
music  of  the  Union. 

3.  As  a  member  of  this  great  nation,  a  democracy  in  a  repub- 
lic, a  sovereign  nation  of  many  sovereign  states,  I  will  cherish  and 


414:4  CiTiZEA'SHip  Tkaininq  in  Other  States 

uphold  the  divine  principles  of  freedom,  equality,  justice  and  hu- 
manity, for  which  American  patriots  sacrificed  their  fortunes  and 
their  lives;  and  I  pray  God  to  bless  my  country  and  her  people. 

4.  I  believe  my  country's  protection,  her  rights  and  privileges, 
her  burdens  and  duties,  should  be  justly  distributed  to  all  —  to 
the  poor,  the  rich,  the  laborer,  the  capitalist.  I  believe  that  our 
industries  and  commerce  should  promote  social  and  spiritual  as 
well  as  material  welfare ;  that  the  laborer  is  entitled  to  fair  wages, 
reasonable  hours  of  work,  proper  working  conditions,  a  decent 
home  and  opportunity  for  recreation,  education  and  worship ;  and 
that  our  government  should  insure  to  every  individual  security  of 
life,  limb,  health  and  property. 

5.  I  will  do  my  best  to  keep  physically  strong,  morally  clean 
and  mentally  active;  to  know  my  country's  history  and  the  laws 
of  my  city,  state  and  nation,  so  that  with  the  voice  and  vote  of  a 
citizen  I  may  take  an  intelligent  part  in  our  government. 

6.  I  believe  in  the  vital  importance  of  education,  the  sacred- 
ness  of  the  home  and  the  marriage  tie.  As  my  country's  future 
depends  on  the  intelligence  and  character  of  its  people,  of  myself 
and  my  neighbors,  I  will  ever  strive  for  a  higher  standard  of  citi- 
zenship. 

Y.  Since  our  Constitution  guarantees  that  no  religious  test  shall 
ever  be  required  as  a  qualification  for  public  office,  and  since  Con- 
gress can  make  no  law  to  establish  a  religion  or  to  prohibit  the  free 
exercise  thereof,  I  will  never  discriminate  against  any  citizen  be- 
cause of  his  rejigion. 

8.  I  hold  in  grateful  memory  the  gallant  service  of  our  army 
and  navy  in  defense  of  our  liberty  and  our  rights.  I  honor  the 
men  who  served  our  country  in  times  of  peril,  who  carried  our 
flag  through  the  wars  which  gave  us  freedom.  I  will  make  my 
gratitude  practical  by  helping  in  every  way  to  restore  them  to  a 
place  of  honor  and  prosperity  in  civil  life. 

9.  Therefore  I  PLEDGE  to  my  country  the  love  of  my  heart, 
a  true,  constant  and  absolute  loyalty.  I  pledge  respect  and  obedi- 
ence to  her  laws.  I  plodge  my  property,  my  sorvnce,  my  honor, 
and,  if  need  be,  my  life  to  defend  her.  I  pledge  allegiance  to 
my  flag  and  the  ropublic  for  which  it  stands,  one  nation  indivisi- 
ble, with  liberty  and  justice  for  all. 


Washington  4145 

8.  Constitutional  Government  —  League  Speeches 

THE   EASY  MARKS 

Prepared    and    Published    by    The    Constitutional    GovBaiNMENT    League, 

Spokane,  Washington,  1919 

How  long  are  the  workers  to  be  easy  marks  for  the  fellows  too 
smart  to  work? 

Whenever  a  smooth  talker  starts  a  speech,  calling  the  workers 
his  "  comrades  "  and  telling  them  he's  their  friend,  how  often  does 
he  wind  up  by  urging  them  to  buy  stock  in  his  paper  or  magazine  ? 
How  many  workers  are  there  who  have  "  stock "  in  the  "  Inter- 
national Socialist  Review,"  "  Pearson's,"  the  "  Liberator,"  or 
some  of  the  many  other  papers  run  by  men  who  find  it  easier 
to  flatter  money  out  of  workingmen  than  to  earn  it  ? 

And  then,  there  are  the  "  Defense  Funds  " !  Have  you  known  a 
time  in  the  last  ten  years  when  there  wasn't  at  least  one  defense 
fund  being  raised?     Regular  business,  isn't  it? 

Can't  be  any  let-up  here,  can  there?  Some  smart  boys  might 
have  to  go  to  work,  if  the  "  defense  funds  "  didn't  run  regularly. 

And  what  happens  to  the  money?  Eighty-two  thousand  dol- 
lars, the  I.  W.  W.  admit,  they  collected  for  the  Lawrence  strike 
trial,  and  $38,000  for  the  Everett  trial.  And  the  Chicago  trial 
defense  fund  is  bigger  than  both,  and  still  going  strong. 

You  know  how  they  get  it  —  but  how  do  they  spend  it  ?  You've 
all  heard  about  the  Mooney  defense  fund.  We  know  how  the 
money  was  spent  in  part,  because  the  I.  W.  W.  didn't  handle  it. 
The  Mooney  defensfe  fund  was  made  respectable.  The  Central 
Labor  Council  of  Seattle  bossed  the  job.  But  the  old  gang  were 
in  on  the  "  eats  "  just  the  same,  and  here's  what  happened.  Listen, 
to  the  account  of  it  given  by  W.  M.  Short  and  L.  W.  Buck,  presi- 
dent and  secretarv  of  the  A.  F.  of  L.  of  the  State  of  Washington: 

"  The  Central  Labor  Council  of  Seattle,  under  whose 
auspices  the  affairs  of  the  Mooney  Defense  for  the  North- 
west has  been  conducted,  at  its  regular  meeting  Wednesday, 
October  15,  discharged  all  committees  in  connection  there- 
with and  ordered  them  to  discontinue  any  further  activities 
or  collection  of  funds. 

"Despite  this  official  order  of  the  Seattle  Council,  former 
members  of  this  committee  are  continuing  their  activities, 
and  are  obtaining  money  from  organized  labor  under  false 
pretenses.     This  BETEAYAL  of  the  trust  reposed  in  them 


4146  CiTizEXsHip  Traixixg  in  Other  States 

is  XOT  WHOLLY  UNEXPECTED.  The  failure  to  se- 
cure any  material  benefit  for  the  cause  of  Tom  Mooney  is 
almost  entirely  due  to  their  activities. 

"  The   following    official    figures   of   funds    collected    and 
expended  by  this  committee  should  prove  interesting: 

"  Total   amount  collected $9,673  07 

"Expenditures    for    salaries,    ex- 
penses and  office  supplies $6,239  34 

"Miscellaneous  expenses  for  print- 
ing, etc 2,632  86 

8,872  20 

"  Balance  on  hand $800  87 


"  It  should  be  noted  that  NOT  A  DOLLAE  of  the  money 
collected  by  the  committee  has  been  sent  to  Mooney's  defense. 
This  flagrant  commercialism  of  Mooney's  misfortune  by  a 
few  men  should  arouse  the  distrust  and  contempt  of  every 
real  unionist  of  the  state." 

This  is  only  the  story  of  the  ten  thousand  bucks  raised  locally. 
What  about  the  hundreds  of  thousands  coaxed  from  the  worker 
in  the  rest  of  the  United  States?  Isn't  President  Short  right 
when  he  says  these  hell-raisers  have  done  serious  injury  to 
Mooney's  cause?  Isn't  it  a  fact  that  Mooney's  defense  has  been 
£0  tied  up  with  "  class-war,"  "  general  strike "  and  other  revolu- 
tionary propaganda  that  the  public  has  lost  sight  of  Mooney  ? 

But  President  Short  hits  the  nail  squarest  when  he  speaks  of 
their  "flagrant  commercialization"  of  this  defense  fund.  We've 
all  heard  about  "  commercialized  vice,"  the  business  of  promoting 
vice  to  make  money  out  of  it.  And  there  are  a  lot  of  men  in  this 
country  of  ours  who  have  commercialized  the  defense  fund  game, 
who  are  making  a  living 

By  talking  "  class-war," 
Creating  hatred  and  strife, 

Making  it  their  profession  to  raise  hell  —  and  GETTING  PAID 
FOR  IT ! 
Isn't  there  enough  suspicion  and  malice  in  the  world  without 
hiring  these  grafters  to  create  more  of  it  at  so  much  per  day  ? 
The  Great  War  is  over. 


Washington  4147 

It  was  the  violent  explopion  of  the  evil  forces  of  distrust, 
hatred  and  envy  that  had  been  gaining  power  in  the  hearts  of 
men  for  many  years. 

The  Huns  had  high  hopes  of  that  war,  but  its  result  was  to 
slay  millions  of  men,  and  to  wring  with  anguish  the  hearts  of 
other  millions  left  living. 

If  we  support  these  professional  mischief  makers  generously 
enough,  we  can  make  just  such  another  hell-on-earth  right  here. 

After  all,  this  country  of  ours  IS  ours.  It's  what  we  make  it. 
WTiy  not  turn  to,  and  keep  it,  as  our  fathers  gave  it  to  us,  the  best 
country  on  earth? 


COXSTITUTIOI^AL  GOVERXMEXT  LEAGUE 
Outline  of  Foue-Minute  Speech 
No.  2 
Fellow  Citizens: 

Some  weeks  ago  there  was  organized  in  this  city  an  association, 
membership  in  which  depends  upon  but  one  qualification:  that 
of  being  a  simon-pure  American  citizen.  The  objects  of  this 
organization  are  fourfold,  and  last  week,  in  the  theatres  of  this 
city,  the  four-minute  men  presented  to  Spokane  audiences  the  first 
principle  of  this  new  organization,  known  as  the  Constitutional 
Government  League. 

The  first  principle  is  this :  To  promote  a  better  understanding 
and  a  keener  interest  in  the  fundamentals  of  popular  government. 
Tonight  I  am  to  present  to  you,  very  briefly,  the  second  principle 
of  this  League,  which  is :  "  To  secure  a  higher  standard  in  the 
performance  of  the  duties  of  American  citizenship." 

The  Great  War  which  came  to  an  end  just  about  a  year  ago 
taught  us  many  lessons,  and,  among  other  things,  it  taught  us  to 
hate  the  slacker,  the  man  who  in  the  hour  of  his  countiy's  need, 
although  claiming  the  privileges  and  rights  of  citizenship,  failed 
to  answer  to  the  call,  but  contented  himself  in  going  about  his 
own  business.  The  problems  of  peace,  and  there  are  many  of 
them,  which  are  forcing  themselves  upon  the  American  people 
today  for  solution,  are  likewise  going  to  teach  us  to  hate  the  citizen 
slacker,  the  man  who,  while  he  enjoys  all  the  advantages  and 
privileges  of  citizenship  in  the  freest  and  best  countiy  on  the 
face  of  the  earth,  yet  takes  no  active  interest  in  the  affairs  of  our 


4148  Citizenship  Tkaining  in  Othek  States 

country,  but  contents  himself  with  sitting  quietly  by  bis  fireside 
in  tbe  evening  and  denouncing  the  evils  of  the  day.  The  time 
has  come,  my  friends,  when  this  country  must  be  made  mighty 
uncomfortable  for  this  kind  of  a  slacker.  The  time  has  come 
when  every  man  and  woman  who  claims  the  great  advantage  of 
American  citizenship  must  prove  his  title  to  such  claim  by  bring- 
ing his  intelligence,  his  experience,  his  ability  and  all  of  his 
powers  to  the  assistance  of  our  nation  in  the  solution  of  these 
important  problems  which  are  crying  out  for  solution. 

One  of  those  problems,  and  surely  there  is  none  greater,  is 
combating  in  a  systematic  manner  the  Radical  propaganda  which 
is  spreading  over  the  country  and  which,  for  the  most  part,  is 
the  product  of  the  revolutionary,  the  Bolshevist,  the  I,  W.  W.  and 
other  ultra-radicals.  Do  you  realize  that  for  several  years  these 
paid  propagandists  have  been  going  about  our  country,  poisoning 
the  minds  of  the  people,  teaching  revolutionary  doctrines  and  at 
times  making  bitter  attacks  upon  our  time-honored  institutions, 
and  that  during  all  this  time  practically  no  attempt  has  been 
made  by  loyal,  red-blooded  Americans  to  combat  this  damnable 
propaganda  ? 

To  do  this  work  is  one  of  the  functions  of  the  Constitutional 
Government  League  of  Spokane,  but  it  cannot  do  it  unless  loyal, 
patriotic  Americans  like  yourselves  will  join  hands  with  every 
loyal  patriotic  American  of  your  city  and  show  that  your  love 
of  country  is  something  more  than  mere  passive  loyalty  which 
finds  expression  in  lip  patriotism  and  that  you  are  not  willing 
longer  to  permit  the  doctrines  of  the  soap-box  orator  and  the  loud- 
mouthed agitator  to  go  unchallenged. 


CONSTITUTIONS^ AL  GOVERNMENT  LEAGUE 
Outline  for  Four-Minute  Speech 
No.  3 

Fellow  Citizens: 

1  want  to  say  a  few  words  to  you  about  the  domestic  and  foreign 
revolutionaries,  who  are  today  the  greatest  outstanding  menace 
to  free  America  and  to  its  institutions.  In  no  country  on  earth 
does  the  worker  stand  higher  or  have  more  influence  than  in 
America.  In  no  other  country  is  labor  so  well  organized  or  so 
capable  of  asserting  its  rights.      Because  labor  organizations  are 


Washington  4149 

so  powerful  In  America,  the  revolutionaries,  made  in  Germany 
and  Gennanized  Kussia,  are  in  our  country  by  the  thousands  seek- 
ing everywhere  to  poison  the  minds  and  to  estrange  the  hearts  of 
our  workers.  These  revolutionaries,  who  would  overturn  our 
govenmient,  and  substitute  for  the  mle  of  the  majority  the 
minority  rule  of  a  class  or  of  a  group,  are  working  with  feverish 
energy-,  not  in  a  haphazard  way,  but  in  a  concentrated,  well- 
organized  manner,  wnth  newspapers  which  they  control,  and  by 
public  and  private  speech.  They  are  exultant,  because  they  are 
gaining  strength,  and  the  strength  they  are  gaining  induces  many 
weak  or  ignorant  men  to  cast  in  their  lot  with  them,  because  they 
are  told  that  the  future  belongs  to  the  revolution. 

But  they  are  gaining  strength  only  because  they  have  had  the 
field  all  to  themselves,  because  Americans  have  been  too  confident 
of  the  goodness  of  our  government  to  realize  that  it  needs  defense. 

Today,  as  never  before,  the  enemy  of  our  government,  and  of 
the  freedom  and  independence  which  that  government  guarantees 
to  all,  is  not  across  the  seas,  it  is  not  at  our  borders,  or  in  a 
remote  section  of  our  country;  that  enemy  is  in  every  city  and 
to-\\m  of  this  land  of  ours,  and  if  we  sit  supine  and  indifferent 
while  the  revolutionary  defames  our  government  and  lies  about 
the  principles  on  which  it  is  founded  and  conducted,  we  shall  see 
uninformed  men  in  larger  and  larger  numbers  becoming  con- 
verted to  their  damnable  doctrines,  taking  them  for  true  because 
no  one  contradicts  them.  Do  not  say  this  cannot  happen.  It  has 
happened  again  and  again  in  the  world's  history;  even  while  I 
speak  to  you,  one  of  the  greatest  nations  on  earth  is  suffering 
greater  privation  than  the  gi-eat  war  imposed  on  any  country 
simply  because  its  good  citizens  failed  to  exert  their  will,  the  will 
of  an  overwhelming  majority,  against  the  German-made  revolu- 
tionaries, Lenin  and  Trotzky. 

Remember,  my  fellow  citizens,  that  a  few  can  always  destroy 
what  the  many  have  with  so  much  pains  and  effort  built  up,  and 
that  while  it  takes  the  co-operation  and  good  will  of  a  majority 
to  make  and  preserve  a  good  government,  a  few  determined  and 
well  organized  men  at  work  while  the  majority  are  unsuspecting 
and  indifferent  can  tear  down  that  government  and  doom  the 
country  to  anarchy,  to  famine  and  to  bloodshed. 

The  time  has  come  w^hen  every  patriotic,  loyal,  liberty  loving 
American  must  rally  to  the  defense  of  his  country  and  its  institu- 
tions.     The  Constitutional  Government  League  has  been  formed 


4150  Citizenship  Training  in  Other  States 

for  the  purpose  of  supporting  American  government  and  liberty 
against  the  despotism  and  the  sovietism  of  these  revolutionaries. 
Join  with  us,  that  America  mav  continue  to  be  the  land  of  the 
free  and  thus  show  to  the  world  in  general  and  to  these  revolution- 
aries in  particular  that  it  is  not  only  the  home  of  the  brave,  but 
of  a  people,  vigilant,  determined  and  patriotic. 


CONSTITUTIONAL  GOVERNMENT  LEAGUE 

Outline  of  Four-Minute  Speech 
No.  4 
Fellow  Citizens: 

The  Constitutional  Government  League  is  not  political;  it  is 
educational.  Its  aim  is  to  interest  people  in  public  affairs  and 
arouse  them  to  more  active  part  therein.  No  democracy  can  live 
if  there  be  Ions;  continued  indifference  in  its  welfare  bv  large 
masses  of  citizens.  Its  government  must  cease  to  be  democratic 
and  its  control  fall  into  the  hands  of  a  minority,  a  class.  You 
know  the  saying,  "What  is  everybody's  business  is  nobody's 
business,"  but  this  is  not  the  case  in  a  democratic  government. 
If  we  are  to  maintain  this  American  commonwealth  in  its  might, 
it  must  be  everybody's  business.  There  cannot  be  shirking  of 
individual  duties;  no  class  for  personal  ends  must  be  allowed  to 
secure  domination  over  the  major  portion  of  the  people. 

Democracy  is  the  rule  of  the  majority,  wisely  and  sanely  con- 
trolled, and  that  rule  can  continue  only  so  long  as  all  fulfill  their 
individual  obligations.  The  Constitution  of  the  United  States 
speaks  of  "We,  the  people  of  the  United  States,"  that  is  all  the 
people  of  the  United  States. 

Is  it  not,  then,  a  somewhat  sinister  omen  when,  recently,  in 
the  daily  newspapers,  we  read  of  the  receipt  of  a  letter  by  a  repre- 
sentative in  Congress  urging  support  of  legislation  directly  in 
the  interests  of  a  particular  body  of  citizens?  That  of  itself 
would  not  be  so  serious  but  for  the  threat  which  accompanied  the 
request.     What  was  that  threat  ?     Listen : 

It  was  declared  that  if  the  congressman  refused  to  support  this 
proposed  legislation  he  would  be  regarded  as  "  a  direct  enemy  and 
shall  he  so  posted  and  a  record  of  his  action  shall  be  Jcept  for 
future  reference  and  it  shall  he  our  pledged  policy  to  remove  him 


Washington  4151 

from  whatever  j)olitical  line  of  trust  the  people  has  given  into  his 
keeping.'^ 

You  will  seo  from  this  threatening  letter  to  a  congressman  the 
need  of  a  Constitutional  Government  League. 

Let  me  recall  its  purposes. 

First.  To  promote  a  better  understanding  and  a  keener  interest 
in  the  fundamentals  of  popular  government. 

Second.  To  secure  a  higher  standard  in  the  performance  of  the 
duties  of  American  citizenship. 

Third.  To  defend  American  institutions  against  foreign  and 
domestic  revolutionaries. 

Fourth.  And  to  this  one  I  wish  particularly  to  direct  your 
attention.  It  reads:  To  strengthen  the  independence  of  our 
public  officials  and  protect  them  against  intimidation. 

Our  public  officials,  whether  in  federal  offices,  state  offices, 
county  offices  or  city  offices,  must  be  given  a  free  hand,  they  must 
be  allowed  to  act  independently.  Their  public  acts  should  be 
for  the  benefit  of  the  people  as  a  whole.  They  are  not  elected 
to  represent  class  interests.  It  is  proper,  in  fact  most  desirable, 
for  individuals  or  even  bodies  of  men  and  women  to  give  the 
benefit  of  their  opinions  to  public  representatives.  They  are  free 
to  criticize  the  acts  of  these  officials,  when  criticism  in  their 
opinion  is  deserved.  But  to  threaten  dire  consequences  if  any 
particular  course  is  followed  is  reprehensible.  It  is  un-American 
and  doubly  so  if  the  act  of  intimidation  comes  from  a  collective 
body  of  citizens ;  citizens  representative  of  powerful  money  organ- 
izations; big  manufacturing  corporations  or  labor  unions. 

In  these  days  of  great  social  unrest,  with  the  whole  world  agog 
as  an  aftermath  of  the  war  our  country  is  facing  problems  of 
serious  moment.  These  problems  can  be  solved ;  the  ship  of  state 
can  be  made  to  weather  whatever  storm  may  break,  but  only  by  the 
whole  of  us  meeting  the  issues  in  a  patriotic  spirit.  This  is  not 
a  time  for  class  distinction ;  for  selfish  interests  seeking  to  subvert 
legislation.  The  broader  horizon  of  the  common  weal  must  be 
our  aim.  In  this  alone  can  we  achieve  the  tine  function  of 
American  democracy;  a  government  of  the  people,  by  the  people, 
for  the  people. 


CHAPTER  XLV 

West  Virginia 

M.  P.  Shawkey,  State  Superintendent,  Department  of  Free 
Schools,  Charleston.  Letter,  jSTovember  4,  1919.  Bulletin, 
"  The  School  Law  of  West  Virginia."  Chapter  XLV  of  the 
Code. 

1.  State  Legislation  —  Compulsion  for  Minors 

School  Laws,  1919.      Chapter  XLV. 

COMPULSORY  ATTENDANCE 
Section  122.  Age  —  Time  —  Misdemeanor. — Every  person  who 
has  legal  or  actual  charge  of  a  child  or  children  not  less  than 
seven  nor  more  than  fourteen  years  of  age  shall  cause  such  child 
or  children  each  year  to  attend  a  free  day  school  for  the  full  school 
term  of  the  district  or  independent  district  in  which  such  person 
resides ;  provided,  however,  that  such  person  shall  be  exempt  from 
the  foregoing  requirement  for  any  of  the  following  causes : 

(a)  Instruction  for  a  time  equal  to  that  required  by  this  act 
in  a  private,  parochial  or  other  school  approved  by  the  district 
board  of  education.  The  principal  or  other  person  in  control  of 
such  private,  parochial  or  other  approved  school  shall  upon  the 
request  of  the  district  board  of  education,  furnish  to  said  board 
such  information  as  it  may  require  with  regard  to  the  attendance 
and  instruction  of  pupils  between  the  ages  of  seven  and  fourteen 
Years  enrolled  therein. 

(b)  Instruction  for  a  time  equal  to  that  required  by  this  act 
in  the  home  of  such  child  or  children  or  elsewhere  by  a  person 
or  persons  who  are,  in  the  judgment  of  the  district  board  of 
education,  qualified  to  give  instruction  in  the  subjects  required 
to  be  taught  in  the  free  elementary  schools  of  this  State.  The 
person  or  persons  giving  such  instruction  shall,  upon  the  request 
of  the  district  board  of  education,  furnish  to  said  board  such 
information  as  it  may  require  with  regard  to  the  attendance  and 
instruction  of  pupils  betv;een  the  ages  of  seven  and  fourteen  years 
receiving  such  instruction. 

(c)  Physical  or  mental  incapacity  of  school  attendance  and  the 
performance  of  school  work. 

(d)  Death  or  serious  illness  in  the  immediate  family  of  the 
pupil, 

[4152] 


West  Virginia  4153 

(e)  Extreme  destitution  of  parents  or  other  persons  in  legal 
or  actual  charge  of  a  child  or  children.  Exemption  for  this  cause 
shall  not  be  allowed  when  such  destitution  is  relieved  through 
public  or  private  means. 

(f)  Conditions  rendering  school  attendance  impossible  or  ren- 
dering it  hazardous  to  the  pupil's  life,  or  health  or  safety. 

(g)  Residence  of  the  pupil;  at  a  distance  of  more  than  two 
miles  from  the  nearest  school  by  the  shortest  practical  road  or 
path,  unless  free  transportation  to  and  from  school  is  provided 
for  such  pupil. 

(h)   Observance  of  regular  church  ordinances. 

(i)  Other  causes  that  are  accepted  as  valid  by  the  county 
superintendent  or  by  the  district  supervisor  of  schools  or  by  the 
superintendent  of  schools  of  an  independent  district. 

Any  person  who,  after  due  notice  has  been  served  upon  him 
as  hereinafter  provided,  shall  fail  to  cause  a  child  or  children  in 
his  legal  or  actual  charge  to  attend  school  as  hereinbefore  pro- 
vided, shall  be  guilty  of  a  misdemeanor  and  shall  upon  conviction 
thereof  before  any  justice  of  the  peace  be  fined  not  less  than  three 
dollars  nor  more  than  twenty  dollars,  together  with  the  costs  of 
prosecution,  or  confined  in  jail  not  less  than  five  days  nor  more 
than  twenty  days.  Each  day  a  child  is  out  of  school  contrary  to 
the  provisions  of  this  act  shall  constitute  a  separate  offense. 

Wlienever  a  person  accused  of  violating  the  provisions  of  this 
act  has  been  tried  and  acquitted,  the  costs  of  prosecution  shall  be 
paid  by  the  district  board  of  education  out  of  the  building  fund 
of  the  district. 

2.  State  Legislation  —  Compulsion  for  Minors  of  Employment  Age 

School  Laws,  1919,     Chapter  XLV. 

Section  128.  Unemployed  Children  Over  Fourteen  and  Under 
Sixteen  Shall  Attend  School. —  Everv  child  over  fourteen  and  under 
sixteen  years  of  age  who  is  not  engaged  in  some  regular  employ- 
ment or  business  for  at  least  six  hours  per  day  or  who  has  not 
received  written  permission  from  the  superintendent  of  schools 
of  the  city  or  county  in  which  he  resides,  to  engage  in  profitable 
employment  at  home,  shall  attend  a  public  day  school  or  other 
day  school  approved  by  the  board  of  education  of  his  school  dis- 
trict or  independent  school  district  during  the  entire  time  the 
public  schools  are  in  session,  subject  to  such  exemptions  as  are 
provided  for  'v\  section  125  of  this  act,  except  that  nc  cliild  over 


4154  Citizenship  Training  in  Othek  States 

fourteen  and  under  sixteen  years  of  age  shall  be  exempt  from 
school  attendance  as  herein  required  for  the  reason  that  he  has 
completed  an  eight  years'  coui'se  of  study  in  the  elementary  and 
grammar  schools  or  junior  high  schools  of  the  State,  if  a  high 
school  or  other  school  of  advanced  grades  is  provided  within  two 
miles  of  his  home. 

Section  129.  Children  Over  Fourteen  and  Under  Sixteen  Who 
Are  Employed  Shall  Attend  Evening  or  Part-Time  Day  Schools. — 
Every  child  over  fourteen  and  under  sixteen  years  of  age  who  is 
engaged  in  regular  employment  or  business  for  six  or  more  hours 
during  the  day  shall  attend  an  evening  school,  part-time  day 
school  or  other  continuation  school  for  at  least  five  hours  per  week 
for  a  period  of  twenty  weeks,  or  for  such  period  as  such  school 
is  in  session,  if  it  is  in  session  less  than  twenty  weeks ;  provided, 
there  is  an  evening  school,  part-time  day  school  or  other  continua- 
tion school  approved  by  the  board  of  education  of  the  district 
in  which  such  child  resides,  within  two  miles  of  such  child's  home 
or  temporary  place  of  residence.  Individuals,  firms  and  corpora- 
tions employing  children  over  fourteen  and  under  sixteen  years 
of  age  shall,  if  necessary  to  enable  such  children  to  attend  an 
evening  school,  part-time  day  school  or  other  continuation  school 
are  herein  required,  release  such  children  from  work  for  at  least 
five  hours  per  week  for  a  period  of  not  less  than  twenty  weeks 
each  year.  All  children  over  fourteen  and  under  sixteen  years 
of  age  shall  be  included  as  a  separate  class  in  the  enumeration 
list  required  in  section  95  of  this  act.  The  requirements  of  this 
section  shall  be  enforced  by  the  persons  and  in  the  manner  pre- 
scribed for  the  enforcement  of  the  requirements  of  sections  125 
to  131,  inclusive,  of  this  act. 

3.  State  Legislation  —  Flags 
School  Laws,  1919.      Chapter  XLV. 

Section  63.  May  Display  "United  States  Flag —  Every  board  of 
education  shall  have  authority  to  purchase,  out  of  the  building 
fund.  United  States  flags  of  regulation  bunting  for  the  school 
buildings  of  the  district  and  to  require  the  same  to  be  displayed 
over  such  school  buildings  during  the  time  the  schools  are  in 
session. 


West  Virginia  4155 

4.  State  Legislation  Providing  Facilities  for  Adults 

School  Laws,  1919.      Chapter  XLV. 

Section  61.  Evening  Schools  and  Other  School  Extension  Activi- 
ties.—  The  board  of  education  of  any  district  or  independent  dis- 
trict shall  have  authority  to  establish  and  maintain  evening  classes 
or  night  schools,  continuation  or  part-time  day  schools,  and  voca- 
tional schools  wherever  practicable  to  do  so,  and  shall  admit 
thereto  adult  persons  and  all  other  persons,  including  persons  of 
foreign  birth,  but  excepting  children  and  youth  who  are  required 
by  law  to  attend  day  schools.  Boards  of  education  shall  have  the 
authority  to  use  school  funds  for  the  financial  support  of  such 
schools  and  to  use  the  schoolhouses  and  their  equipment  for  such 
purposes.  Any  such  classes  of  schools  shall  be  conducted  in 
accordance  with  the  rules  and  regulations  of  the  State  Board  of 
Education. 

The  board  of  education  of  any  district  or  independent  district 
shall  have  authority  also  to  provide  for  the  free,  comfortable,  and 
convenient  use  of  any  school  property  to  promote  and  facilitate 
frequent  meetings  and  associations  of  the  people  in  discussion, 
study,  recreation  and  other  community  activities,  and  may  require, 
assemble  and  house  material  for  use  in  the  study  of  farm,  home, 
and  community  problems  and  may  provide  facilities  for  the  dis- 
semination of  information  useful  on  the  farm,  in  the  home,  or  in 
the  community. 


CHAPTER  XLVI 

Wisconsin 

C.  P.  Gary,  State  Superintendent  of  Public  Instruction,  Madison, 
Letter,  October  27,   1919. 

1.  State   Legislation — Compulsion   for   Minors  and  for  Minors   of 

Employment  Age 

Laws    of   Wisconsin    Relating    to    Common    Schools  — 1919—' 

Chapter  40.73 

COMPULSORY  SCHOOL  ATTEXDAXCE 
General  Provisions.  Any  person  having  under  his  control  any 
child  between  the  ages  of  seven  and  fourteen  years,  or  any  child 
between  the  ages  of  fourteen  and  sixteen  years  not  regularly  and 
lawfully  employed  in  any  useful  employment  or  service  at  home 
or  elsewhere,  shall  cause  such  child  to  be  enrolled  in  and  to  attend 
some  public,  parochial  or  private  school  regularly  (regular  attend- 
ance for  the  purpose  of  this  statute  shall  be  an  attendance  of 
twenty  days  in  each  school  month,  unless  the  child  can  furnish 
some  legal  excuse),  in  cities  of  the  first  class  during  the  full  period 
and  hours  of  the  calendar  year  (religious  holidays  excepted)  that 
the  public,  parochial  or  private  school  in  which  such  child  is  en- 
rolled may  be  in  session;  in  all  other  cities  not  less  than  eight 
school  months ;  and  in  towns  and  villages  not  less  than  six  school 
months  in  each  year,  and  all  children  subject  to  the  provisions 
of  this  subsection  shall  be  enrolled  in  some  public,  parochial  or 
private  school  within  one  school  month  after  the  commencement 
of  the  school  term  in  the  district  in  which  such  children  reside, 
except  that  in  cities  of  the  first  class  such  children  shall  be  en- 
rolled at  the  time  of  the  opening  of  the  school  which  they  will 
attend  (and  the  word  "  term,"  for  the  purposes  of  this  subsection 
shall  be  construed  to  mean  the  entire  time  that  school  is  main- 
tained during  the  school  year)  ;  provided  that  this  subsection  shall 
not  apply  to  any  child  not  in  proper  physical  or  mental  condition 
to  attend  school,  who  shall  present  the  certificate  of  a  reputable 
physician  in  general  practice  to  that  effect,  nor  to  any  child  who 
lives  in  country  districts  more  than  two  miles  by  the  nearest  trav- 
eled road  from  the  schoolhoupe  in  the  district  where  puch  child 
resides,  except  that  children  between  the  ages  of  nine  and 
fourteen  living  between  two  and  three  miles  from  tlie  school  by 
the  nearest  traveled  road,  shall  attend  school  regularly  at  least 

[415C] 


Wisco-vsix  4157 

sixty  days  during  the  year;  provided  that  if  transportation  is 
furnished  by  the  district  this  exemption  as  to  distance  shall  not 
apply,  nor  shall  this  subsection  apply  to  any  child  who  shall  have 
completed  the  course  of  study  for  the  common  schools  of  this 
state  or  the  first  eight  grades  of  work  as  taught  in  state  graded 
or  other  graded  schools  of  Wisconsin,  and  can  furnish  the 
proper  diploma,  certificate,  or  credential  showing  that  he  has 
completed  one  of  said  courses  of  study,  or  its  equivalent. 
Instruction  during  the  required  period  elsewhere  than  at  school, 
by  a  teacher  or  instructor  selected  by  the  person  having  con- 
trol of  such  child  shall  be  equivalent  to  school  attendance,  pro- 
vided that  such  instruction  received  elsewhere  than  in  school  be 
at  least  substantially  equivalent  to  instruction  given  to  children 
of  like  ages  in  the  public,  parochial  or  private  school  where 
such  children  reside.  Any  person  who  shall  violate  the  pro- 
visions of  this  subsection  shall  upon  conviction  thereof,  be  pun- 
ished by  a  fine  of  not  less  than  five  dollars  nor  more  than  fifty 
dollars,  together  with  costs  of  prosecution,  or  by  imprisonment 
in  the  county  jail  not  exceeding  three  months,  or  by  both  such  fine 
and  imprisonment  in  the  discretion  of  the  court,  for  each  offense. 
It  shall  be  the  duty  of  the  district  attorney  and  his  assistants  to 
prosecute  in  the  name  of  the  state  all  violations  of  the  provisions 
of  this  subsection.  Any  person  who  shall  be  proceeded  against 
under  the  provisions  of  this  subsection  may  prove  in  defense  that 
he  is  unable  to  compel  the  child  under  his  control  to  attend  school 
or  to  work,  and  he  shall  be  thereupon  discharged  from  liability, 
and  such  child  shall  be  proceeded  against  as  incorrigible,  or  other- 
wise, according  to  law,  and  in  case  of  commitment,  if  the  parents 
or  person  having  control  of  such  child  desire  it,  such  child  shall 
be  committed  to  a  school  or  association  controlled  by  persons  of  the 
same  relio-ious  faith  as  such  child,  which  is  willino;  and  able  to 
receive  and  maintain  it  without  compensation  from  the  public 
treasury.  When  in  any  proceedings  under  this  subsection  there 
is  any  doubt  as  to  the  age  of  any  child,  a  verified  baptismal  certifi- 
cate or  a  duly  attested  birth  certificate  shall  be  produced  and  filed 
in  court.  In  case  such  certificates  cannot  be  secured,  upon  proof 
of  such  fact,  the  record  of  age  stated  in  the  first  school  enrollment 
of  such  child  or  first  school  enrollment  to  be  found  shall  be  admis- 
sible as  evidence  thereof. 

2.     Report  of  Special  Legislative  Committee  on  Reconstruction 

Bolshevism    is    a    present   menace.      Its    proportions    and    its 
momentum  in  this  country  are  unknown.     The  spasmodic  erup- 


4158  Citizenship  Teaining  in  Other  States 

tions  which  have  appeared  here  and  there  throughout  the  country 
and  in  this  state  indicate  a  wide  distribution  of  the  movement 
with  centers  of  intense  activity. 

What  is  Bolshevism  ?  Precise  definitions  will  not  help  us  to 
understand  the  situation,  but  there  are  certain  signs  of  it  upon 
which  there  is  general  agreement.  Bolshevism  is  essentially  a 
revolutionary  movement. 

Bolshevism  is  an  intense  expression  of  the  desire  for  recon- 
struction tied  up  to  revolutionary  formulae,  and  permeated  with 
the  spirit  of  protest,  and  somewhat  of  other  destructive  tendencies 
characteristic  of  the  country  of  its  origin.      It  is  an  alien  thing. 

Through  its  influence  the  desire  for  better  things  has,  among  the 
ignorant,  been  perverted  into  a  revolutionary  movement.  The 
professional  agitator,  and  the  political  agitator  have  used  it  to 
organize  the  uninformed  parts  of  our  population.  It  is  also  a 
convenient  cloak  of  many  who  did  not  give  to  the  nation  during 
the  war,  whole-hearted  support. 

We  have  seen  in  Europe  how  quick  the  transition  may  be  from 
social  control  to  social  anarchy.  We  must  not,  therefore,  be 
unmindful  of  the  demand  for  reconstruction.  We  must  not  dis- 
miss it  with  a  mere  wave  of  the  hand  in  any  belief  that  the  present 
situation  is  entirely  satisfactory,  or  will  become  so  by  the  mere 
lapse  of  time.  The  Bolshevik  movement  has  back  of  it  a  great 
emotional  force.  It  is  world-wide  in  its  effects  and  unconsciously 
is  influencing,  through  the  newspapers  and  through  organized  and 
unorganized  propaganda,  the  thoughts  of  many  who  would  not 
admit  it.  A  sane  and  fair-minded  program  of  reconstruction, 
taking  into  account  actual  social  facts,  is  the  greatest  possible 
check  to  the  growth  of  Bolshevism. 

There  must  be  reconstruction.  The  heart  of  the  world  has 
been  touched  more  deeply  than  it  has  ever  been  touched  before  in 
our  time.  The  world  is  full  of  hope.  The  sentiment  of  the 
world  is  for  better  things.  The  social  and  economic  reconstruction 
is  an  effort  to  satisfy  this  feeling  and  this  longing  to  the  world. 
It  is  a  serious  effort  to  make  the  world  a  better  place  to  live  in. 
There  are  some  social  facts  which  we  have  accepted  as  inevitable, 
which  the  new  hope  in  the  world  cries  out  against  with  an  insistent 
demand  for  immediate  change. 

A  reconstruction  movement  should  be  based  on  the  nineteen- 
century  old  doctrine  that  "men  are  brothers."  There  must  be  a 
more  thoroughgoing  application  of  the  Christian  ethics  to  social 


WiscoNsiJsr  4150 

and  economic  policy.      That  is  the  road  to  sanity;  that  is  the 
road  to  sound  reconstruction ;  that  is  progress. 

In  the  hope  that  our  work  may  be  of  some  value  in  promoting 
such  a  movement  and  may  be  of  assistance  in  determining  its 
character,  scope  and  direction,  we  submit  the  following  suggested 
program : 

Teaching  English  Language  to  Aliens 

12.  One  of  the  conditions  most  complained  about  by  skilled 
workers  is  the  importation  of  unskilled  aliens  who  force  down 
wages  by  their  willingness  to  work  for  less  than  an  American 
workman  is  able  to  subsist  upon  as  a  living  wage.  We  recom- 
mend that  all  foreign  language  aliens  should  be  required  as  a 
condition  of  continued  employment  to  attend  shop  and  school 
instruction  supervised  by  state  educational  authorities  so  that 
they  acquire  a  fair  knowledge  of  the  English  language. 

Teaching  Americanization,  Industrial  History,  Etc. 

13.  All  state  schools,  including  industrial  and  vocational  classes, 
should  vigorously  and  intelligently  teach  the  privileges  and  obliga- 
tions of  American  citizenship,  and  these  courses  should  contain 
instruction  in  industrial  history,  including  an  account  of  organiza- 
tion of  workers  and  results  thereof,  together  with  a  summary  of 
state  and  federal  legislation  affecting  the  industries. 

Enforce  Schooling  of  Minors,  Eigiiteen-Twenty-one 

14.  It  has  come  to  the  attention  of  the  committee  that  the 
statute,  (l728a-ll)  providing  for  the  schooling  of  illiterate  minors 
between  the  ages  of  eighteen  and  twenty-one  in  city  vocational 
schools,  has  not  been  vigorously  enforced.  We  recommend  enforce- 
ment of  this  statute. 

Extra  Educational  Opportunity  to  Working  Boys  and  Girls 

15.  The  bill  proposed  at  the  last  session  of  the  legislature, 
extending  the  operation  of  the  Vocational  Educational  Law  to 
eighteen  years  of  age,  commencing  September  1,  1919,  was  modi- 
fied so  as  to  apply  only  to  minors  up  to  the  age  of  seventeen  years. 
We  recommend  this  law  be  amended  so  as  to  require  vocational 
education  up  to  eighteen  years  of  age,  with  eight  hours'  study  a 
week  in  the  daytime. 


41G0  Citizenship  Training  in  Other  States 

3.  LettBr  from  C.  P.  Gary,  State  Superintendent  of  Public  Instruction, 

Madison,  October  27,  1919: 

"  There  is  an  organized  attempt  at  Americanization  in 
Wisconsin,  although  this  has  not  received  specific  recognition 
in  laws  enacted  to  any  marked  degree.  Professor  Don  D. 
Lescohier,  University  of  Wisconsin,  is  chairman  of  the  Com- 
mittee on  Americanization,  which  is  co-operating  with  school 
authorities  and  other  agencies  interested  in  the  problem  of 
Americanization.  Professor  Lescohier  can  give  vou  a  clearer 
statement  of  the  work  outlined  for  his  committee  than  I  am 
able  to  give  you,  so  I  suggest  that  you  communicate  with  him. 

"  The  greater  part  of  the  work  of  teaching  English  to 
foreigners  is  carried  on  in  the  schools  maintained  under  the 
supervision  of  the  State  Board  of  Vocational  Education. 
For  further  details  concerning  this,  address  Mr.  John  M. 
Callahan,  State  Director  of  Vocational  Education,  Madison, 
Wis.  I  assure  you  that  we  recognize  this  as  a  vital  problem 
in  Wisconsin  and  all  of  the  agencies  available  are  co-operating 
to  the  end  that  the  greatest  results  may  be  obtained 
promptly." 

4.  Letter  from  Don  D.  Lescohier,  Associate  Professor,  The  University 

of  Wisconsin,  Madison,  November  3,  1919: 

"A  strong  effort  was  made  by  certain  groups  of  people  to 
pass  so-called  Americanization  legislation  in  the  last  session 
of  our  legislature,  but  the  majority  of  the  legislature  opposed 
such  legislation,  for  one  reason  or  another.  Personally,  I 
gave  no  support  to  those  endeavoring  to  enact  the  legislation, 
as  I  considered  it  both  unnecessary  and  ill  advised. 

"I  do  not  believe  in  the  attempt  to  use  compulsion  at  all. 
The  whole  compulsion  idea  appeals  to  me  as  simply  a  carry- 
ing over  of  Prussianism  into  the  United  States  and  as  wholly 
inconsistent  with  the  whole  genesis  of  American  life  and 
institutions.  One  who  looks  over  the  history  of  the  United 
States,  even  in  recent  years,  is  more  impressed  by  the  extent 
to  which  our  foreigners  have  been  assimilated  than  by  the 
degree  of  our  failure  in  the  matter. 

"  The  essence  of  the  American  conception  of  government 
is  that  it  is  a  government  of  service  to  the  people.  I  believe 
that  our  foreign-born  citizens  should  be  surrounded  by  an 
environment  in  which  service  will  continually  arouse  i  desire 


-1-3 


o 


o 

0) 


O 


M 


w 


Ol 


o 


c 

r/) 

1^ 

^ 

*o 

T 

^ 

pq 

-^ 

OJ 

o 

r|^ 

u 

^ 

o 

in 

^ 

C3 

c) 

~ 

t^ 

— 

(U 

X 

-S 

V  2 


.Sfq 


be 


o 

o 

.s 

CS 

H 


a 
o 


Wiscoxsiif  41G1 

to  be  more  completely  American.  By  ^service'  I  mean,  for 
instance,  adequate  and  efficient  educational  facilities  to  enable 
the  foreigners  to  learn  English  and  to  learn  anything  else 
that  they  want  to  learn ;  effective  housing  legislation ;  proper 
influences  to  safeguard  their  health  and  living  standards;  a 
fair  deal  in  industry;  just  treatment  by  police  departments 
and  municipal  courts,  etc.  Given  an  American  environment 
which  is  consistent  with  the  principles  and  ideals  of  American 
life,  compulsion  will  not  be  necessary.  Given  compulsion 
without  healthful  American  environment,  you  will  promote 
revolutionary  propaganda  as  it  has  been  promoted  by  mis- 
guided governments  in  Europe." 

Letter  from  Do^^  D.  Lescohier,  Associate  Professor,  The  Univer- 
sity of  Wisconsin,  Madison,  December  10,  1919 : 

"  I  am  in  charge  of  Americanization  work  in  the 
University. 

"  Last  year  we  conducted  some  experimental  work  in  one 
of  the  factories  in  Milwaukee,  in  the  teachino;  of  Enjjlish  to 
foreigners.  At  the  request  of  certain  citizens  in  Milwaukee 
we  engaged  Dr.  Winthrop  Talbot,  of  jSTew  York,  to  teach 
classes  in  English  to  the  non-English-speaking  employees  of 
one  of  the  factories.  We  did  not  find  the  experiment  satis- 
factory. We  were  not  impressed  with  Dr.  Talbot's  work 
individuallv,  and  we  also  came  to  the  conclusion  that  it  is 
not  wise  to  bring  in  an  outsider,  who  stays  but  a  short  time 
and  then  leaves  the  city  to  carry  on  this  work.  The  work 
must  be  built  u]5  slowly  and  must  continue  permanently. 

"  This  year  the  work  in  factories  in  Americanization  is 
being  carried  on  through  definite  co-operation  between  the 
public  school  authorities  in  charge  of  night  school  and  other 
adult  education  and  the  industrial  plants.  The  plan  we  are 
now  following  in  Milwaukee  is  to  encourage  the  individual 
concern  to  utilize  the  teachers  provided  by  the  school  board  of 
the  city  and  have  the  teaching  under  the  supervision  of  the 
official  in  the  school  system  who  has  charge  of  the  night 
schools.  We  believe  that  if  a  local  school  organization  is 
not  equipped  to  handle  this  work  efficiently  in  the  beginning, 
if  they  realize  that  they  have  a  permanent  opportunity  of 
service  and  a  permanent  responsibility,  they  will  exert  them- 

130 


4162  Citizenship  Training  in  Other  States 

selves  to  secure  teachers  and  equipment  that  will  enable  thera 
to  do  the  work  effectively. 

"It  is  necessary  that  our  universities  and  normal  schools 
give  serious  attention  to  the  training  of  teachers  for  this 
kind  of  work,  and  many  of  them  are  now  doing  so.  For 
instance,  we  are  planning  to  give  four  courses  in  our  summer 
school  this  coming  summer  with  the  special  purpose  of  giving 
teachers  who  return  for  special  work  in  the  summer  a  special 
equipment  for  this  kind  of  teaching. 

''  We  are  not  trying,  in  our  work  in  Milwaukee,  to  stimu- 
late the  organization  of  classes  rapidly,  but  there  are  a  num- 
ber of  firms  which  are  now  carrying  on  classes.  In  some  of 
them  the  Y.  M.  C.  A.  furnishes  teachers;  in  others  the  school 
board.  In  some  of  the  plants  the  work  is  done  immediately 
after  work.  In  others  it  is  done  during  the  working  hours 
and  the  employer  pays  wages  for  the  time  the  employee  is  in 
class.  If  the  employer  will  pay  the  employee  his  wages,  it 
of  course  increases  the  enrollment;  but  I  doubt  whether  we 
are  justified  in  asking  employers  to  bear  this  heavy  expense 
for  a  service  which  is  properly  a  public  educational  service 
rather  than  an  industrial  responsibility." 

5.  Letter  from  John  Callahan,  Secretary,  State  Board  of  Vocational 
Education,  December  4,  1919: 

"  The  Wisconsin  vocational  schools  at  the  present  time  are 
operating  many  classes  in  Americanization  in  the  night 
schools.  There  are  about  forty  cities  in  the  state  operating 
night  schools  at  the  present  time,  and  practically  all  of  these 
have  classes  for  foreigners  in  operation.  In  some  of  the 
cities  work  is  being  offered  in  the  afternoon  for  foreign 
women  where  they  have  an  opportunity  to  learn  the  American 
way  of  cooking,  dressing,  and  taking  care  of  the  home.  The 
principal  nationalities  being  reached  are  Italian,  Polish, 
Russian  Jew  and  Greeks. 

"  It  is  my  opinion  that  the  education  of  adult  foreigners 
should  be  compulsory,  in  fact,  to  a  certain  extent  it  is  com-- 
pulsory  in  this  state.  That  is,  there  is  a  law  providing  com- 
pulsory evening  school  attendance  on  the  part  of  illiterate 
minors,  but  it  does  not  take  into  any  consideration  those  over 
twenty-one  years  of  age." 


CHAPTER  XLVII 
Wyoming 

A.  A.  Slade,  Commissioner  of  Education,  Cheyenne.  Letter, 
October  31,  1919.  Bulletin,  "Schools  Laws  of  the  State  of 
Wyoming,  1919." 

1.  State  Legislation — Compulsion  for  Minors 

Schools  Laws  of  the  State  of  Wyoming,  1919.  Article  VII,  Con- 
stitution of  the  State  of  Wyoming. 
Section  131.  Free  to  All  Children;  Compulsory  Education. — 
The  public  schools  of  each  school  district  of  the  state  shall  at  all 
times  be  equally  free  and  accessible  to  all  children  resident  therein 
over  six  and  under  the  age  of  twenty-one  years,  subject  to  such 
regulations  as  the  district  board  in  each  district  may  prescribe. 
Every  parent,  guardian  or  other  person  in  this  State  having  con- 
trol or  charge  of  any  child  or  children  between  the  ages  of  seven 
and  fourteen  years,  inclusive,  shall  be  required  to  send  such  child 
or  children  to  a  public,  private  or  parochial  school,  or  to  two  or 
more  of  these  schools,  each  school  year,  during  the  entire  time  that 
the  public  school  shall  be  in  session  in  the  district  in  which  the 
pupil  resides.  Provided,  that  exceptions  may  be  made  in  the 
following  cases:  (1)  Invalids  or  others  to  whom  the  schoolroom 
might  be  injurious,  may  upon  receipt  of  a  physician's  certificate 
be  excused  by  the  District  Board.  (2)  Pupils  to  whom  the  pro- 
visions of  this  act  might  work  a  hardship  may  be  excused  by  the 
reason  for  such  excuse  is  presented  by  the  parent  or  guardian  to 
written  consent  of  the  District  Board  when  a  request  stating  the 
the  District  Board.  (3)  Pupils  who,  for  legal  reasons  have  been 
excluded  from  the  regular  schools  and  no  provisions  made  for  the 
schooling  of  such  children.     [C.  S.  1910,  Sec.  1956.] 

2.  State  Lesrislation  —  Flags 
Schools  Laws  of  the  State  of  Wyoming,  1919.  Article  VII,  Con- 
stitution of  the  State  of  Wyoming. 
Section  164.  Flag  to  Be  Displayed  on  Schoolhouse.  It  shall  be 
the  duty  of  the  trustees,  at  the  expense  of  such  district,  in  each 
school  district  in  the  State  of  Wyoming,  to  cause  the  American 
flag  to  be  placed  in  a  proper  and  suitable  manner  upon  each  school- 
house,  flagstaff  or  tower,  in  such  respective  school  districts  in  the 

[4163] 


4164  CiTizEicsHip  Tkai^'i:xg  iisr  Other  States 

State  of  Wyoming.  And  they  shall  cause  said  flag  to  be  hoisted 
upon  each  of  said  schoolhoiise  or  schoolhouses,  flagstaff  or  tower, 
in  such  respective  districts,  during  the  time  when  school  shall  be 
in  session.      [C.  S.  1910,  Sec.  1991.] 

3.  Letter  from  A.   A.   Slade,   Commission   of  Education,   Cheyenne, 
October  31,  1919: 

"Mr.  J.  E..  Coxen  has  charge  of  the  vocational  work  in 
this  state,  and  although  we  have  had  a  very  small  appropria- 
tion for  that  purpose,  we  are  able  to  do  something  in  the  way 
of  furnishing  adult  foreigners  some  educational  facilities. 
Beginning  next  month,  evening  school  classes  will  be  organ- 
ized in  Rock  Springs,  Wyo.,  in  mine  ventilation,  electrical 
machinery,  mathematics,  and  mechanical  drawing.  More 
than  fifty  men  have  already  enrolled  for  the  various  subjects. 
This,  you  understand,  is  a  coal  mining  district. 

"There  is  no  special  legislation  j)ending  at  the  present 
time.  I  am  very  sorry  to  have  to  report  that  there  is  very 
little  at  the  present  time  in  this  state  in  the  way  of  an  attempt 
at  Americanization.  I  am  presuming,  of  course,  that  you 
have  in  mind  adults.  In  the  public  schools  of  this  state 
it  is  true  that  just  now  more  attention  is  being  given  to 
practical  work  in  civics  and  United  States  history  than  has 
been  given  before." 


SECTION  II 


SUB-SECTION  V,  NATURALIZATION 


[4165] 


CHAPTER  I 

Naturalization 

Although  the  power  to  naturalize  aliens  is  fundamentally  a 
Federal  problem,  the  naturalization  laws  of  the  United  States  have 
conferred  that  power  upon  State  Courts  of  Record,  and,  there- 
fore, it  is  a  subject  which  this  Committee  may  properly  consider. 
ISTo  nation  can  be  strong  or  long  exist  unless  the  great  mass  of  the 
population  within  its  boundaries  are  bound  to  it  by  ties  of  loyalty 
and  allegiance.  Where  the  people  of  a  nation  are  of  one  blood 
and  inherit  their  culture  from  a  common  source,  allegiance  and 
loyalty  to  a  Government  of  their  own  choice  is,  as  a  rule,  a  matter 
of  second  nature.  On  the  other  hand,  where  the  nation  is  made 
up  of  many  peoples,  schooled  in  different  customs,  the  problem 
of  creating  national  solidarity  is  one  which  requires  careful 
thought  and  study. 

\The  United  States  was  founded  as  an  English  speaking  repub- 
lic, with  laws  and  ideas  of  freedom  inherited  from  the  Anglo- 
Saxon  peoples.  Animated  by  a  love  of  liberty,  it  has  always  wel- 
comed the  oppressed  of  every  nation.  The  liberty  of  thought  and 
action  which  here  exists,  together  with  its  boundless  natural  re- 
sources, have  attracted  to  this  country  great  masses  of  alien  peo- 
ples, bringing  with  them  foreign  tongues  and  alien  customs,  and 
being  ignorant  of  the  principles  of  government,  and  the  institu- 
tions under  which  they  have  chosen  to  live. 

It  is  for  this  reason  that  the  problem  of  naturalization  is  one  of 
extreme  importance  to  the  American  people.  If  the  immigrants 
to  this  country  intend  to  remain  permanently  in  the  United 
States,  take  part  in  its  economic  development  and  rear  their  chil- 
dren, it  is  necessary  that  they  should  become  acquainted  with  our 
principles  of  Government  and  institutions,  so  that  they  may  take 
their  part  in  civic  and  national  affairs.  It  is  necessary,  however, 
that  they  shall  acquire  a  real  loyalty  to  our  institutions,  and  a 
thorough  understanding  of  the  obligations  and  duties  of  citizen- 
ship, as  well  as  its  privileges  and  immunities. 

The  act  of  naturalization  should  not  be  a  perfunctory  one,  and 
the  oath  of  allegiance  to  the  United  States  should  be  administered 
only  when  the  declarant  has  shown,  beyond  reasonable  doubt,  that 
he  understands  fully  the  significance  of  his  act  in  forswearing  his 
former  allegiance  and  assuming  the  obligation  of  American  citi- 
zenship. 

[4167] 


4168  ^Naturalization 

In  that  part  of  this  report  wliich  deals  with  Americaniza-tion 
programs,  it  will  be  noted  that  the  obejctive  of  many  of  these  pro- 
grams is  the  naturalization  of  the  immigrant.  This  Committee 
does  not  wholly  concur  with  the  idea  that  naturalization  is  the 
chief  aim  of  immigrant  education.  Owing  to  the  large  number 
of  aliens  entering  this  country,  it  is  necessary  that  they  be  given 
a  knowledge  of  English,  and  a  knowledge  of  our  laws  and  insti- 
tutions in  order  to  prevent  their  becoming  a  disturbing  element 
in  the  community.  On  the  other  hand,  citizenship  should  be 
made  a  goal  to  be  attained  only  after  diligent  study  on  the  part 
of  the  alien,  and  a  clearly  expressed  desire  on  his  part  to  become 
a  part  of  and  be  of  service  to  the  country  of  his  adoption. 

Each  sentence  of  the  oath  of  allegiance  should  have  a  real  and 
lasting  meaning  for  the  new  citizen.  The  Committee  does  not 
wish  to  imply  that  this  is  not  the  case  in  by  far  the  larger  num- 
ber of  persons  naturalized,  nor  does  the  Committee  wish  to  be 
understood  as  believing  that  the  naturalized  citizens  of  this  coun- 
try are  not,  in  the  main,  as  loyal  to  its  institutions  as  are  the 
native  born.  However,  the  World  War  has  demonstrated  clearly 
that  in  many  instances  the  ties  of  race  have  proved  stronger  than 
the  oath  of  allegiance  in  governing  the  sympathies  and  conduct 
of  many  of  our  naturalized  citizens.  A  typical  example  of  the 
failure  on  the  part  of  the  naturalized  citizen  to  understand  fully 
the  purport  of  his  oath  of  allegiance  will  be  found  in  the  case  of 
Mr.  Louis  Waldman,  a  native  of  Ukraine,  who  became  naturalized 
in  January,  1915. 

Mr.  Waldman  is  one  of  the  five  Socialist  Assemblymen-elect 
who  were  expelled  from  the  Lower  House  of  the  'New  York  State 
Legislature  in  the  Spring  of  1920.  The  oath  of  allegiance  closes 
with  the  followinc:: 

"...  and  that  I  will  support  and  defend  the  Con- 
stitution of  the  United  States  against  all  enemies,  foreign 
and  domestic,  and  boar  true  faith  and  allegiance  to  the 
same." 

With  its  entrance  into  the  Great  War,  the  United  States  made 
its  first  demand  upon  its  naturalized  citizens  to  carry  out  this  por- 
tion of  their  oath  of  allegiance.  Mr.  Waldman  responded  by 
joining  an  anti-enlistment  league,  and  signing  the  following 
pledge : 


Natukalization  4169 

"  I,  being  over  18  years  of  age,  hereby  pledge  myself 
against  enlisting  as  a  volunteer  for  any  military  or  naval  ser- 
vice in  international  v^ar,  offensive  or  defensive,  and  against 
giving  my  approval  to  such  enlistment  on  the  part  of  others." 

This  illustration  is  given  here  only  for  the  purpose  of  showing 
that  Mr.  Waldman,  w^ho  is  typical  of  many  others,  did  not  realize 
the  full  purport  of  his  oath  of  allegiance.  It  demonstrates  that 
greater  care  should  be  taken  in  granting  the  privileges  of  citizen- 
ship, that,  in  fact,  it  should  not  be  granted  unless  the  declarant 
has  proved  beyond  reasonable  doubt  not  only  his  understanding 
of  the  principles  of  the  American  government  and  its  institutions, 
but  also  his  willingness  to  support  and  defend  those  principles 
against  all  enemies,  foreign  and  domestic. 

These  considerations  lead  the  Committee  to  the  belief,  first, 
that  preparatory  to  the  granting  of  citizenship,  the  applicant 
should  be  required  to  take  a  thorough  course  of  training  in  the 
duties  and  responsibilities  of  citizenship  and  the  principles  of  our 
Government  and  its  institutions,  and  to  acquire  a  speaking  and 
reading  knowledge  of  the  English  language.  Second,  that  the 
proceedings  attending  naturalization  should  be  clothed  with  suffi- 
cient dignity  to  impress  upon  the  new  citizen  the  solemnity  of  the 
step  which  he  is  taking.  Third,  where  fitness  is  proved  beyond 
reasonable  doubt,  the  time  of  naturalization  ceremonies  should  be 
such  as  to  enable  the  declarant  to  secure  naturalization  with  the 
lea'St  possible  interference  with  the  earning  of  his  livelihood. 

The  Committee  believes  that  many  aliens  who  have  come  to 
love  the  institutions  and  government  of  this  countrv  would  become 
citizens  if  the  examination  for  their  final  papers  could  take  place 
at  a  night  session  of  the  Court,  so  that  they  could  procure  the  at- 
tendance of  the  necessary  witnesses  without  the  present  loss  of 
earnings,  which,  in  many  instances  is  a  matter  of  vital  concern 
to  the  declarant  and  his  witnesses  alike.  The  Committee  be- 
lieves that  the  requirements  for  naturalization  should  be  standard- 
ized throughout  the  United  States,  At  present  naturalization 
proceedings  are  conducted  by  both  the  Federal  and  State  Courts, 
and  the  thoroughness  of  the  examination  before  granting  final 
papers  depends  largely  upon  the  character  of  the  judge  before 
whom  the  proceedings  are  brought,  and  also  upon  the  number 
of  proceedings  which  he  has  to  handle.  In  some  instances  the 
examination  is  thorough,  but  in  others  purely  perfunctory. 


4170  Katuealization 

Some  educators  have  suggested  rather  drastic  measures  for 
aliens  who  do  not  become  naturalized  within  the  specific  time, 
but  this  would  seem  to  urge  naturalization  merely  for  the  sake  of 
avoiding  deportation,  and  would  therefore,  defeat  the  real  pur- 
pose of  naturalization.  On  the  other  hand,  it  is  obviously  unfair 
to  permit  aliens  here  to  enjoy  indefinitely  the  benefits  of  our  insti- 
tutions and  the  protection  of  our  laws  without  accepting  the  re- 
sponsibilities of  citizenship.  It  has  been  suggested  that  a  tax 
l)e  levied  upon  aliens  who,  after  a  period  of  five  or  six  years,  re- 
main unnaturalized.  This  would  not  be  in  the  nature  of  a  pen- 
alty, but  rather  a  charge  to  cover  the  expense  to  the  Government 
for  extending  its  protection  to  the  alien  and  giving  him  the  privi- 
leges of  its  institutions. 

There,  are  now  in  this  country  several  millions  of  unnaturalized 
aliens,  of  whom  a  large  percentage  are  residents  of  the  State  of 
"New  York.  The  naturalization  authorities  report  one-fifth  of  the 
population  of  JCsTew  York  City  as  aliens.  Such  persons  live  among 
us  but  are  not  yet  of  us.  From  time  to  time  others,  under  exist- 
ing laws,  will  be  eligible  to  citizenship. 

Unless  adequate  steps  are  taken  to  promote  good  citizenship  in 
this  country  and  to  increase  the  number  of  those  who  have  become 
naturalized  and  become  participating  citizens,  particularly  if 
there  is  an  increased  immigration,  there  will  be  increasing  diflicul- 
ties  here.  As  we  have  said,  the  difficulties  surrounding  naturali- 
zation must  be  ameliorated  as  much  as  possible,  consistent  with 
the  highest  possible  standard  which  should  be  required  for  admis- 
sion to  citizenship. 

This  Committee  is  of  the  opinion  that  every  legitimate  effort 
should  be  made  to  encourage  the  naturalization  of  those  who  in- 
tend to  remain  in  this  country  and  make  America  their  home,  pro- 
vided they  show  a  knowledge  of  and  loyalty  to  our  institutions 
and  laws.  Compelling  naturalization  would  be  destructive  of 
our  ideals.  Only  those  who  have  a  compelling  desire  to  become 
citizens  should  be  admitted.  This  Committee  is  advised  that  for 
several  years  various  efforts  have  been  made  to  secure  modifi- 
cations in  naturalization  procedure,  and  that  increased  facilities 
have  been  sought  in  order  to  promote  the  seeking  of  citizenship. 
Likewise,  efforts  have  been  made  to  provide  adequate  training  for 
those  seeking  admission  to  citizenship,  such  training  to  be  pro- 
vided by  the  public  schools  as  part  of  the  educational  qualifica- 
tion for  admittance.     These  efforts  should  be  encouraged,  and  in 


Xatupu^vlization  4171 

so  far  as  it  is  advisable,  related  as  closely  as  possible  to  the  public 
educational  agencies  and  authorities  of  the  sfate,  in  cooperation 
with  accredited  Federal  naturalization  authorities.  To  this  end 
the  Committee  makes  the  following  recommendations,  which  may 
require  some  suitable  Federal  legislation,  but  which  at  present 
do  not  entail  any  legislation  in  this  State,  but  which  may  be  at- 
tained in  large  part  through  the  regular  educational  agencies  now 
in  operation: 

I.  There  should  be  no  relaxation  of  requirements  for  naturali- 
zation. Moreover,  increased  efficiency  in  the  understanding  and 
use  in  the  English  language  should  be  made  requisite  to  admit- 
tance to  citizenship. 

II.  Proceedings  for  naturalization  following  the  preliminary 
declaration  of  intent  should  be  allowed  to  be  transferred  from  one 
state  or  district  to  another,  in  order  to  facilitate  naturalization. 
Unnecessary  fees  should  be  reduced.  Depositions  of  witnesses 
should  be  facilitated  and  other  steps  should  be  taken  to  facilitate 
naturalization  when  a  bona  fide  declaration  of  intention  is  made. 
The  applicant  for  citizenship  should  also  be  protected  during  the 
process  from  extortion  by  designing  persons. 

III.  Court  sessions  should  be  held  as  frequently  as  possible 
and  with  respect  to  the  size  and  character  of  districts  where  there 
is  a  large  immigrant  population,  court  sessions  should  be  held 
in  the  evening  as  well  as  in  the  daytime. 

IV.  Naturalization  courts  should  be  empowered  to  accept  as 
evidence  of  the  possession  of  necessary  educational  qualifications 
for  citizenship  certificates  issued  by  the  public  schools  certifying 
as  to  attendance  and  proficiency  in  the  standardized  courses  of 
instruction  in  English  and  civics. 

V.  Wherever  possible,  public  school  buildings  should  be  used 
as  registering  centers  for  naturalization  and  naturalization  and 
public  education  authorities  should  co-operate  in  every  way 
possible. 

VI.  Public  educational  officials  should  be  charged  with  the 
duty  of  assisting  the  courts  in  investigations  as  to  the  qualification 
and  character  of  applicants  for  naturalization  and  sufficient 
courtesv  should  be  extended  to  the  aliens  in  connection  with  their 
dealings  with  public  officials  and  public  departments  to  give  the 
alien  a  wholesome  appreciation  of,  respect  for,  and  faith  in 
American  service. 


41Y2  !N'atuealizatiox 

\'II.  Induction  into  citizenshp  of  those  who  show  necessary 
qualifications  should  be  accompanied  by  fitting  ceremonies  to 
impress  not  only  the  new  citizens  with  their  new  privileges  and 
responsibilities,  but  also  the  public  generally,  so  that  a  more  whole- 
some mutual  respect  may  exist  between  native  and  foreign-bom 
who  share  alike  the  duties  and  responsibilities  of  American 
citizenship. 

VIII.  While  the  opportunity  to  earn  a  living  should  not  be 
made  contingent  upon  citizenship,  suitable  incentives  should  be 
oflered  to  immigrants  to  become  citizens  on  the  basis  of  a  thorough 
appreciation  and  loyalty  to  their  newly  adopted  country,  not  for 
mercenary  motives  or  from  necessity  or  compulsion,  but  on  the 
basis  of  a  wholesome  desire  to  participate  effectively  and  honestly 
in  the  privileges  of  American  citizenship. 

IX.  To  further  these  ends  it  is  strongly  recommended  that 
educational  leaders,  teachers,  and  others  take  an  active  interest 
in  all  matters  pertaining  to  declarations  of  intention  and  admis- 
sion to  citizenship,  and  that  public  educational  agencies  either  in 
convenient  schools  or  in  other  suitable  places,  conduct  adequate 
courses  in  American  history,  government  and  citizenship,  as  well 
as  in  the  English  language,  to  fit  the  applicants  for  citizenship  to 
assume  not  only  the  privileges  but  also  the  responsibilities  and 
duties  of  such  citizenship. 

X.  In  conclusion  the  Committee  believes  that  the  problems  of 
Naturalization  could  be  dealt  with  more  effectively  if  full 
responsibility  was  assumed  by  the  Federal  Government.  Many 
objections  to  the  present  system  would  be  eliminated  if  Federal 
Naturalization  Courts  were  established  at  convenient  places.  It 
would  thus  be  possible  to  enforce  standardized  requirements 
throughout  the  United  States.  Such  courts  should  also  possess  the 
power  to  revoke  Naturalization  at  any  time  upon  proof  that  the 
naturalized  citizen  has  failed  to  understand  the  nature  of  his 
oath  of  allegiance  or  has  wilfully  broken  it. 

For  the  convenience  of  the  reader  of  this  report  we  append  here 
in  full  the  various  Federal  Statutes  relating  to  naturalization. 


APPENDIX  TO  CHAPTER  I 
Naturalization  Laws  and  Eegiilations 


NATURALIZATION  LAWS 

Act  of  June  29,  190G  (Si  Stat.  L.,  Part  1,  p.  596),  as  amended 
in  sections  16,  17,  and  19  by  tbe  act  of  Congress  approved  March 
4,  1909  '  (35  Stat.  L.,  Part  1,  p.  1102)  ;  in  section  13  by  the  act 
of  Congress  approved  June  25,  1910  '^  (36  Stat.  L.,  Part  1,  p. 
830)  ;  by  the  act  of  Congi-ess  approved  March  4,  1913  '  (37  Stat. 
L.,  Part  1,  p.  736),  creating  the  Department  of  Labor;  and  by 
the  act  of  Congress  approved  May  9,  1918  (Public,  No.  144, 
65th  Cong.  2d  sess.).* 

An  act  to  provide  for  a  uniform  rule  for  the  naturalization  of 
aliens  throughout  the  United  States,  and  establishing  the  Bureau 
of  Naturalization. 

(Portion  of  act  creating  the  Department  of  Labor.) 
Be  it  enacted  by  the  Senate  and  House  of  Representatives  of 
the  United  States  of  America  in  Congress  assembled: 

That  there  is  hereby  created  an  executive  department  in  the 
Govermnent  to  be  called  the  Department  of  Labor,  with  a  Secre- 
tary of  Labor,  who  shall  be  the  head  thereof,  to  be  appointed  by 
the  President,  bv  and  with  the  advice  and  consent  of  the  Senate; 
Section  3.  That  the  following-named  officers,  bureaus,  divisions, 
and  branches  of  the  public  service  now  and  heretofore  under  the 
jurisdiction  of  the  Department  of  Commerce  and  Labor,  and  all 
that  pertains  to  the  same,  known  as  .  .  .  the  Bureau  of  Immigra- 
tion and  Naturalization,  .  .  .  the  Division  of  Naturalization, 
...  be,  and  the  same  hereby  are,  transferred  from  the  Depart- 
ment of  Commerce  and  Labor  to  the  Department  of  Labor,  and  the 
same  shall  hereafter  remain  under  the  jurisdiction  and  supervision 
of  the  last-named  department.  The  Bureau  of  Immigration  and 
Naturalization  is  hereby  divided  into  two  bureaus,  to  be  known 
hereafter  as  the  Bureau  of  Immigration  and  the  Bureau  of 
Naturalization,  and  the  titles  Chief  Division  of  Naturalization 
and  Assistant  Chief  shall  be  Commissioner  of  Naturalization  and 


1  See  pp.  25-27. 

2  See  p.   13. 


3  See  p.  3. 
*See   p.   6. 

[4173] 


4174  Naturalization  Laws  and  Regulatioxs 

Deputy  Commissioner  of  Xaturalization.  The  Commissioner  of 
Naturalization  or,  in  liis  absence,  the  Deputy  Commissioner  of 
jSTaturalization,  shall  be  the  administrative  oificer  in  charge  of 
the  Bureau  of  Naturalization  and  of  the  administration  of  the 
naturalization  laws  under  the  immediate  direction  of  the  Secre- 
tary of  Labor,  to  whom  he  shall  report  directly  upon  all  naturaliza- 
tion matters  annually  and  as  otherwise  required,     .     .     . 

(Act  of  June  29,  1906,  as  amended  by  the  acts  heretofore 
referred  to.) 

That  the  Bureau  of  Naturalization,  under  the  direction  and 
control  of  the  Secretary  of  Labor,  shall  have  charge  of  all  matters 
concerning  the  naturalization  of  aliens.  That  it  shall  be  the  dutT 
of  the  Bureau  of  Immigration  to  provide,  for  use  at  the  various 
immigi-ation  stations  throughout  the  United  States,  books  of 
record  wherein  the  commissioners  of  immigration  shall  cause  a 
registry  to  be  made  in  the  case  of  each  alien  arriving  in  the  United 
States  from  and  after  the  passage  of  this  act  of  the  name,  age, 
occupation,  personal  description  (including  height,  complexion, 
color  of  hair  and  eyes),  the  place  of  birth,  the  last  residence,  the 
intended  place  of  residence  in  the  United  States,  and  the  date  of 
arrival  of  said  alien,  and,  if  entered  through  a  port,  the  name  of 
the  vessel  in  which  he  comes.  And  it  shall  be  the  duty  of  said 
commissioners  of  immigration  to  cause  to  be  granted  to  such  alien 
a  certificate  of  such  registry,  with  the  particulars  thereof.^ 

Section  2.  (This  section  is  omitted,  as  it  authorized  the  Secre- 
tary of  Commerce  and  Labor  to  provide  the  necessary  offices  in 
the  city  of  Washington  and  take  the  necessary  steps  for  the  proper 
discharge  of  the  duties  imposed  by  the  act  of  June  29,  1906.) 

Section  3.  That  exclusive  jurisdiction  to  naturalize  aliens  as 
citizens  of  the  United  States  is  hereby  conferred  upon  the  follow- 
ing specified  courts : 

United  States  circuit  ^  and  district  courts  now  existing,  or 
which  may  hereafter  be  established  by  Congress  ^  in  any  State, 
United  States  district  courts  for  the  Territories  of  Arizona,*  New 
Mexico,*  Oklahoma,*  Hawaii,  and  Alaska,  the  supreme  court  of 
the  District  of  Columbia,  and  the  United  States  courts  for  the 
Indian  Territory  ;*  also  all  courts  of  record  in  any  State  or  Terri- 


1  See  rule  5  of  the  regulationa  on  p.  32  of  this  pamphlet. 

2  United    States    circuit    courts    abolished    December    31,    1911,   by    act    of 
Conprcss  approved  March  3,  1911    (36  Stat.  L.,  part  1,  p.  1167). 

3  Establishment  of  United  States  district  court  for  Porto  Rico.     See  p.  31. 

*  United  States  Territorial  courts  abolished  by  acts  of  Congress  conferring 
statehood. 


Naturalization  Laws  and  Regulations  41  T5 

tory  now  existing,  or  which  may  hereafter  be  created,  having  a 
seal,  a  clerk,  and  jurisdiction  in  actions  at  law  or  equity,  or  law 
and  equity,  in  which  the  amount  of  controversy  is  unlimited. 

That  the  naturalization  jurisdiction  of  all  courts  herein  spe- 
cified —  State,  Territorial,  and  Federal  —  shall  extend  only  to 
aliens  resident  within  the  respective  judicial  districts  of  such 
courts. 

The  courts  herein  specified  shall,  upon  the  requisition  of  the 
clerks  of  such  courts,  be  furnished  from  time  to  time  by  the 
Bureau  of  ISTaturalization  with  such  blank  forms  as  may  be 
required  in  the  naturalization  of  aliens,  and  all  certificates  of 
naturalization  shall  be  consecutively  numbered  and  printed  on 
safety  paper  furnished  by  said  bureau. 

Section  4.  That  an  alien  may  be  admitted  to  become  a  citizen 
of  the  United  States  in  the  following  manner  and  not  otherwise. 

First:  He  shall  declare  on  oath  before  the  clerk  of  any  court 
authorized  by  this  act  to  naturalize  aliens,  or  his  authorized 
deputy,  in  the  district  in  which  such  alien  resides,  two  years  at 
least  prior  to  his  admission,  and  after  he  has  reached  the  age  of 
eighteen  years,  that  it  is  bona  fide  his  intention  to  become  a 
citizen  of  the  United  States  and  to  renounce  forever  all  allegiance 
and  fidelity  to  my  foreign  prince,  potentate,  state,  or  sovereignty, 
and  particularly,  by  name,  to  the  prince,  potentate,  state,  or 
sovereignty  of  which  the  alien  may  be  at  the  time  a  citizen  or 
subject.  And  such  declaration  shall  set  forth  the  name,  age, 
occupation,  personal  description,  place  of  birth,  last  foreign 
residence  and  allegiance,  the  date  of  arrival,  the  name  of  the 
vessel,  if  any,  in  which  he  came  to  the  United  States,  and  the 
present  place  of  residence  in  the  United  States  of  said  alien: 
Provided,  however,  That  no  alien  who,  in  conformity  with  the  law 
in  force  at  the  date  of  his  declaration,  has  declared  his  intention 
to  become  a  citizen  of  the  United  States  shall  be  required  to 
renew  such  declaration.^ 

Second.  Not  less  than  two  years  nor  more  than  seven  years 
after  he  has  made  such  declaration  of  intention  he  shall  make 
and  file,  in  duplicate,  a  petition  in  writing,  signed  by  the  appli- 
cant in  his  own  handwriting  and  duly  verified,  in  which  petition 
such  applicant  shall  state  his  full  name,  his  place  of  residence 
(by   street    and    number^    if   possible),    his   occupation,    and,    if 

1  Declarations  of   intention  more  than   seven   years   old   are   insufficient  to 
support  petitions  for  naturalization.     (See  U.  S.\.  Morena,  171  Fed.  297.) 


4176  E'aturalization  Laws  and  Kegulations 

possible,  the  date  and  place  of  his  birth;  the  place  from  which 
he  emigrated,  and  the  date  and  place  of  his  arrival  in  the  United 
States,  and,  if  he  entered  through  a  port,  the  name  of  the  vessel 
on  which  he  arrived ;  the  time  when  and  the  place  and  name  of 
the  court  where  he  declared  his  intention  to  become  a  citizen 
of  the  United  States ;  if  he  is  married  he  shall  state  the  name  of 
his  wife,  and,  if  possible,  the  country  of  her  nativity  and  her 
place  of  residence  at  the  time  of  filing  his  petition;  Provided, 
That  if  he  has  filed  his  declaration  before  the  passage  of  this 
act  he  shall  not  be  required  to  sign  the  petition  in  his  own  hand- 
writing. 

The  petition  shall  set  forth  that  he  is  not  a  disbeliever  in  or 
opposed  to  organized  government,  or  a  member  of  or  affiliated 
with  any  organization  or  body  of  persons  teaching  disbelief  in  or 
opposed  to  organized  government,  a  polygamist  or  believer  in 
the  pratice  of  j^olygamy,  and  that  it  is  his  intention  to  become 
a  citizen  of  the  United  States  and  to  renounce  absolutely  and 
forever  all  allegiance  and  fidelity  to  any  foreign  prince,  potentate, 
state,  or  sovereignty,  and  particularly  by  name  to  the  prince, 
potentate,  state,  or  sovereignty  of  which  he  at  the  time  of  filing 
of  his  petition  may  be  a  citizen  or  subject,  and  that  it  is  his 
intention  to  reside  permanently  within  the  United  States,  and 
whether  or  not  he  has  been  denied  admission  as  a  citizen  of  the 
United  States,  and,  if  denied,  the  ground  or  grounds  of  such 
denial,  the  court  or  courts  in  which  such  decision  was  rendered 
and  every  fact  material  to  his  naturalization  and  required  to 
be  proved  upon  the  final  hearing  of  his  application. 

The  petition  shall  also  be  verified  by  the  affidavits  of  at  least 
two  credible  witnesses,  who  are  citizens  of  the  United  States,  and 
who  shall  state  in  their  affidavits  that  they  have  personally  known 
the  applicant  to  be  a  resident  of  the  United  States  for  a  period  of 
at  least  five  years  continuously,  and  of  the  State,  Territory,  or  the 
District  of  Columbia,^  in  which  the  application  is  made  for  a 
period  of  at  least  one  year  immediately  preceding  the  date  of  the 
filing  of  his  petition,  and  that  they  each  have  personal  knowledge 
that  the  petitioner  is  a  person  of  good  moral  character,  and  that 
he  is  in  every  way  qualified,  in  their  opinion,  to  be  admitted  as 
a  citizen  of  the  United  States. 


iThe  word  "District"  amended  by  the  act  of  May  9,  191S,  to  read  "the 
District  of  Columbia." 


InTatuealization  Laws  and  Regulations  4177 

At  the  time  of  filing  his  petition  there  shall  be  filed  with  the 
clerk  of  the  court  a  certificate  from  the  Department  of  Labor,  if 
the  petitioner  arrives  in  the  United  States  after  the  passage  of  this 
act,  stating  the  date,  place,  and  manner  of  his  arrival  in  the 
United  States,^  and  the  declaration  of  intention  of  such  petitioner, 
which  certificate  and  declaration  shall  be  attached  to  and  made  a 
part  of  said  petition. 

Third.  He  shall,  before  he  is  admitted  to  citizenship,  declare 
on  oath  in  open  court  that  he  will  support  the  Constitution  of  the 
United  States,  and  that  he  absolutely  and  entirely  renounces  and 
abjures  all  allegiance  and  fidelity  to  any  foreign  prince,  potentate, 
state,  or  sovereignty,  and  particularly  by  name  to  the  prince, 
potentate,  state,  or  sovereignty  of  Avhich  he  was  before  a  citizen 
or  subject;  that  he  will  support  and  defend  the  Constitution  and 
laws  of  the  United  States  against  all  enemies,  foreign  and  domes- 
tic, and  bear  true  faith  and  allegiance  to  the  same. 

Fourth.  It  shall  be  made  to  appear  to  the  satisfaction  of  the 
court  admitting  any  alien  to  citizenship  that  immediately  preced- 
ing the  date  of  his  application  he  has  resided  continuously  within 
the  United  States  five  years  at  least,  and  within  the  State  or  Terri- 
tory where  such  court  is  at  the  time  held  one  year  at  least,  and 
that  during  that  time  he  has  behaved  as  a  man  of  good  moral 
character,  attached  to  the  principles  of  the  Constitution  of  the 
United  States,  and  well  disposed  to  the  good  order  and  happiness 
of  the  same.  In  addition  to  the  oath  of  the  applicant,  the  testi- 
mony of  at  least  two  witnesses,  citizens  of  the  United  States,  as 
to  the  facts  of  residence,  moral  character  and  attachment  to  the 
principles  of  the  Constitution  shall  be  required,  and  the  name, 
place  of  residence,  and  occupation  of  each  witness  shall  be  set 
forth  in  the  record. 

Fifth.  In  case  the  alien  applying  to  be  admitted  to  citizenship 
has  borne  any  hereditary  title,  or  has  been  of  any  of  the  orders  of 
nobility  in  the  kingdom  or  state  from  which  he  came,  he  shall, 
in  addition  to  the  above  requisites,  make  an  express  renunciation 
of  his  title  or  order  of  nobility  in  the  court  to  which  his  applica- 
tion is  made,  and  his  renunciation  shall  be  recorded  in  the  court. 

Sixth.  When  any  alien  who  has  declared  his  intention  to 
become  a  citizen  of  the  United  States  dies  before  he  is  actually 
naturalized  the  widow  and  minor  children  of  such  alien  may,  by 
complying  with  the  other  provisions  of  this  act,  be  naturalized 
without  making;  anv  declaration  of  intention. 


1  See  rule  5,  p.  32  of  this  pamphlet. 


4178  Naturalization  Laws  and  Regulations 

Seventh/  Any  native-born  Filipino  of  the  age  of  twenty-one 
years  and  upward  who  has  declared  his  intention  to  bocome  a 
citizen  of  the  United  States  and  who  has  enlisted  or  may  here- 
after enlist  in  the  United  States  l^avy  or  Marine  Corps  or  the 
ISTaval  Auxiliary  Service,  and  who,  after  service  of  not  less  than 
three  years,  may  be  honorably  discharged  therefrom,  or  who  may 
receive  an  ordinary  discharge  with  recommendation  for  re-enlist- 
ment; or  any  alien,  or  any  Porto  Rican  not  a  citizen  of  the 
United  States,  of  the  age  of  twenty-one  years  and  upward,  who 
has  enlisted  or  entered  or  may  hereafter  enlist  in  or  enter  the 
armies  of  the  United  States,  either  the  Regular  or  the  Volunteer 
Forces,  or  the  National  Army,  the  National  Guard  or  Naval 
Militia  of  any  State,  Territory,  or  the  District  of  Columbia,  or 
the  State  militia  in  Federal  service,  or  in  the  United  States  Navy 
or  Marine  Corps,  or  in  the  United  States  Coast  Guard,  or  who 
has  served  for  three  years  on  board  of  any  vessel  of  the  United 
States  government,  or  for  three  years  on  board  of  merchant  or 
fishing  vessels  of  the  United  States  of  more  than  twenty  tons 
.  burden,  and  while  still  in  the  service  on  a  re-enlistment  or  reap- 
pointment, or  within  six  months  after  an  honorable  discharge  or 
separation  therefrom,  or  while  on  furlough  to  the  Army  Reserve 
or  Regular  Army  Reserve  after  honorable  service,  may,  on  pre- 
sentation of  the  required  declaration  of  intention  petition  for 
naturalization  without  proof  of  the  required  five  years '  residence 
within  the  United  States  if  upon  examination  by  the  representa- 
tive of  the  Bureau  of  Naturalization,  in  accordance  with  tho 
requirements  of  this  subdivision  it  is  shown  that  such  residence 
can  not  be  established;  any  alien  serving  in  the  military  or  naval 
service  of  the  United  States  during  the  time  this  country  is 
engaged  in  the  present  war  may  file  his  petition  for  naturaliza- 
tion without  making  the  preliminary  declaration  of  intention  and 
without  proof  of  the  required  five  years'  residence  within  the 
United  States;  any  alien  declarant  who  has  served  in  the  United 
States  Army  or  Navy,  or  the  Philippine  Constabulary,  and  has 
been  honorably  discharged  therefrom,  and  has  been  accepted  for 
service  in  either  the  military  or  naval  service  of  the  United  States 
on  the  condition  that  he  becomes  a  citizen  of  the  United  States, 


^  Section  four  of  the  act  entitled  "An  act  to  establish  a  Bureau  of  Iniimi- 
pration  and  Naturalization  and  to  provide  a  uniform  rule  for  the  naturaliza- 
tion of  aliens  throughout  the  United  States,"  approved  June  twenty-ninth, 
nineteen  hundred  and  six,  was  amended  by  the  act  of  May  9,  1918  (Pub.  No. 
144,  65th  Cong.),  by  adding  seven  new  subdivisions. 


IsTaturalization  Laws  and  Regulations  4179 

may  file  his  petition  for  naturalization  upon  proof  of  continuoug 
residence  within  the  United  States  for  the  three  years  immediately 
preceding  his  petition,  by  two  witnesses,  citizens  of  the  United 
States,  and  in  these  cases  only  residence  in  the  Philippine  Islands 
and  the  Panama  Canal  Zone  by  aliens  may  be  considered  residence 
within  the  United  States,  and  the  place  of  such  military  sen-ice 
shall  be  construed  as  the  place  of  residence  required  to  be  estab- 
lished for  purposes  of  naturalization ;  and  any  alien,  or  any  person 
owing  permanent  allegiance  to  the  United  States  embraced  within 
this  subdivision,  may  file  his  petition  for  naturalization  in  the 
most  convenient  court  without  proof  of  residence  within  its 
jurisdiction,  notwithstanding  the  limitation  upon  the  jurisdic- 
tion of  the  courts  specified  in  section  three  of  the  act  of  June 
twenty-ninth,  nineteen  hundred  and  six,  provided  he  appears 
with  his  two  witnesses  before  the  appropriate  representative  of 
the  Bureau  of  Naturalization  and  passes  the  preliminary  examina- 
tion hereby  required  before  filing  his  petition  for  naturalization 
in  the  ofiice  of  the  clerk  of  the  court,  and  in  each  case  the  record 
of  this  examaination  shall  be  offered  in  evidence  by  the  repre- 
sentative of  the  Government  from  the  Bureau  of  Naturalization 
and  made  a  part  of  the  record  at  the  original  and  any  subsequent 
hearings;  and,  except  as  otherwise  herein  provided,  the  honorable 
discharge  certificate  of  such  alien,  or  person  owing  permanent 
allegiance  to  the  United  States,  or  the  certificate  of  service  show- 
ing good  conduct,  signed  by  a  duly  authorized  ofiicer,  or  by  the 
masters  of  said  vessels,  shall  be  deemed  prima  facie  evidence  to 
satisfy  all  of  the  requirements  of  residence  within  the  United 
States  and  within  the  State,  Territoiy,  or  the  District  of  Colum- 
bia, and  good  moral  character  required  by  lav/,  when  supported 
by  the  affidavits  of  two  witnesses,  citizens  of  the  United  States, 
identifying  the  applicant  as  the  person  named  in  the  certificate 
of  honorable  discharge,  and  in  those  cases  only  where  the  alien  is 
actually  in  the  military  or  naval  service  of  the  United  States, 
the  certificate  of  arrival  shall  not  be  filed  with  the  petition  for 
naturalization  in  the  manner  prescribed ;  and  any  petition  for 
naturalization  filed  under  the  provisions  of  this  subdivision  may 
be  heard  immediately,  notwithstanding  the  law  prohibits  the  hear- 
ing of  a  petition  for  naturalization  during  the  thirty  days  preced- 
ing any  election  in  the  jurisdiction  of  the  court.  Any  alien  who, 
at  the  time  of  the  passage  of  this  act,  is  in  the  military  service 
of  the  United  States,  who  may  not  be  within  the  jurisdiction  of 


4180  iN'ATUKALIZATION  LaWS  AXD   REGULATIONS 

any  court  authorized  to  naturalize  aliens,  may  file  his  petition 
for  naturalization  without  appearing  in  person  in  the  office  of  the 
clerk  of  the  court  and  shall  not  be  required  to  take  the  prescribed 
oath  of  allegiance  in  open  court.  The  petition  shall  be  verified 
by  the  aflidavits  of  at  least  two  credible  witnesses  who  are  citizens 
of  the  United  States,  and  who  shall  prove  in  their  affidavits  the 
portion  of  the  evidence  that  they  have  personally  known  the 
applicant  to  have  resided  within  the  United  States.  The  time  of 
military  service  may  be  established  by  the  affidavits  of  at  least 
two  other  citizens  of  the  United  States,  which  together  with  the 
oath  of  allegiance,  may  be  taken  in  accordance  with  the  terms 
of  section  seventeen  hundred  and  fifty  of  the  Revised  Statutes 
of  the  United  States  after  notice  from  and  under  regulations  of 
the  Bureau  of  Naturalization.  Such  affidavits  and  oath  of 
allegiance  shall  be  admitted  in  evidence  in  any  original  or  appel- 
late naturalization  proceeding  without  proof  of  the  genuiness  of 
the  seal  or  signature  or  of  the  official  character  of  the  officer 
before  whom  the  affidavits  and  oath  of  allegiance  were  taken, 
and  shall  be  filed  by  the  representative  of  the  Government  from 
the  Bureau  of  ^Naturalization  at  the  hearing  as  provided  by  sec- 
tion eleven  of  the  act  of  June  twenty-ninth,  nineteen  hundred 
and  six.  Members  of  the  Naturalization  Bureau  and  Service  may 
be  designated  by  the  Secretary  of  Labor  to  administer  oaths  relat- 
ing to  the  administration  of  the  naturalization  law;  and  the 
requirement  of  section  ten  of  notice  to  take  depositions  to  the 
United  States  attorneys  is  repealed,  and  the  duty  they  perform 
under  section  fifteen  of  the  act  of  June  twenty-ninth,  nineteen 
hundred  and  six  (Thirty-fourth  Statutes  at  Large,  part  one,  page 
five  hundred  and  ninety-six),  may  also  be  performed  by  the  Com- 
missioner or  Deputy  Commissioner  of  Naturalization :  Provided, 
That  it  shall  not  be  lawful  to  make  a  declaration  of  intention  be- 
fore the  clerk  of  any  court  on  election  day  or  during  the  period  of 
thirty  days  preceding  the  day  of  holding  any  election  in  the  juris- 
diction of  the  court:  Provided  further,  That  service  by  aliens 
upon  vessels  other  than  of  American  registiy,  whether  continuous 
or  broken,  shall  not  be  considered  as  residence  for  naturalization 
purposes  within  the  jurisdiction  of  the  United  States,  and  such 
aliens  can  not  secure  residence  for  naturalization  purposes  during 
service  upon  vessels  of  foreign  registry. 

During  the  time  when  the  United  States  is  at  war  no  clerk  of  a 
United  States  court  shall  charge  or  collect  a  naturalization  fee 


Naturalization  Laws  and  Regulations  4181 

from  an  alien  in  the  military  service  of  the  United  States  for  fil- 
ing his  petition  or  issuing  the  certificate  of  naturalization  upon 
admission  to  citizenship,  and  no  clerk  of  any  State  court  shall 
charge  or  collect  any  fee  for  this  service  unless  the  laws  of  the 
State  require  such  charge  to  be  made,  in  which  case  nothing  more 
than  the  portion  of  the  fee  required  to  be  paid  to  the  State  shall 
be  charged  or  collected.  A  full  accounting  for  all  of  these  trans- 
actions shall  be  made  to  the  Bureau  of  Xaturalization  in  the  man- 
ner provided  by  section  thirteen  of  the  act  of  June  twenty -ninth, 
nineteen  hundred  and  six. 

Eighth.  That  every  seaman,  being  an  alien,  shall,  after  his 
declaration  of  intention  to  become  a  citizen  of  the  United  States, 
and  after  he  shall  have  served  three  years  upon  such  merchant  or 
fishing  vessels  of  the  United  States,  be  deemed  a  citizen  of  the 
United  States  for  the  purpose  of  serving  on  board  any  such  mer- 
chant or  fishing  vessel  of  the  United  States ;  anything  to  the  con- 
tarry  in  any  act  of  Congress  notwithstanding ;  but  such  seaman 
shall,  for  all  purposes  of  protection  as  an  American  citizen,  be 
deemed  such  after  the  filing  of  his  declaration  of  intention  to 
become  such  citizen:  Provided,  That  nothing  contained  in  this 
act  shall  be  taken  or  construed  to  repeal  or  modify  any  portion 
of  the  act  approved  March  fourth,  nineteen  hundred  and  fifteen 
(Thirty-eighth  Statutes  at  Large,  part  one,  page  eleven  hundred 
and  sixty-four,  chapter  one  hundred  and  fifty-three),  being  an 
act  to  promote  the  welfare  of  American  seamen. 

Ninth.  That  for  the  purpose  of  carrying  on  the  work  of  the 
Bureau  of  Naturalization  of  sending  the  names  of  the  candidates 
for  citizenship  to  the  public  schools  and  otherwise  promoting  in- 
struction and  training  in  citizenship  responsibilities  of  applicants 
for  naturalization,  as  provided  in  this  subdivision,  authority  is 
hereby  given  for  the  reimbursement  of  the  printing  and  binding 
appropriation  of  the  Department  of  Labor  upon  the  records  of  the 
Treasury  Department  from  the  naturalization  fees  deposited  in 
the  Treasury  through  the  Bureau  of  Naturalization  for  the 
cost  of  publishing  the  citizenship  textbook  prepared  and  to  be 
distributed  by  the  Bureau  of  Naturalization  to  those  candidates 
for  citizenship  only  who  are  in  attendance  upon  the  public 
schools,  such  reimbursement  to  lie  made  upon  statements  by  the 
Commissioner  of  Naturalization  of  books  actually  delivered  to 
such  student  candidates  for  citizenship,  and  a  monthly  naturaliza- 


4182  Xaturalization  Laws  aii^-d  Rlgulatioxs 

tion  bulletin,  and  in  this  duty  to  secure  the  aid  of  and  cooperate 
with  the  official  State  and  national  organizations,  including  those 
concerned  with  vocational  education  and  including  personal  ser- 
vices in  the  District  of  Columbia,  and  to  aid  the  local  Army 
exemption  boards  and  cooperate  with  the  War  Department  in  locat- 
ing declarants  subject  to  the  Army  draft  and  expenses  incidental 
thereto. 

Tenth.  That  any  person  not  an  alien  enemy,  who  resided  unin- 
terruptedly within  the  United  States  during  the  period  of  five 
years  next  preceding  July  first,  nineteen  hundred  and  fourteen, 
and  was  on  that  date  otherwise  qualified  to  become  a  citizen  of  the 
United  States,  except  that  he  had  not  made  the  declaration  of 
intention  required  by  law,  and  who  during  or  prior  to  that  timo 
because  of  misinformation  regarding  his  citizenship  status,  erro- 
neously exercised  the  rights  and  performed  the  duties  of  a  citizen 
of  the  United  States  in  good  faith,  may  file  the  petition  for  natu- 
ralization prescribed  by  law  without  making  the  preliminary  dec- 
laration of  intention  required  of  other  aliens,  and  upon  satisfac- 
tory proof  to  the  court  that  he  has  so  acted  may  be  admitted  as  a 
citizen  of  the  United  States  upon  complying  in  all  respects  with 
the  other  requirements  of  the  naturalization  law. 

Eleventh.  ]!^o  alien  who  is  a  native,  citizen,  subject  or  denizen 
of  any  country.  State,  or  sovereignty  with  which  the  United  States 
is  at  war  shall  be  admitted  to  become  a  citizen  of  the  United 
States  unless  he  made  his  declaration  of  intention  not  less  than 
two  nor  more  than  seven  years  prior  to  the  existence  of  the  state 
of  war  or  was  at  that  time  entitled  to  become  a  citizen  of  the 
United  States,  without  making  a  declaration  of  intention,  or 
unless  his  petition  for  naturalization  shall  then  be  pending  and  is 
otherwise  entitled  to  admission,  notwithstanding  he  shall  be  an 
alien  enemy  at  the  time  and  in  the  manner  prescribed  by  the  laws 
passed  upon  that  subject: 

Provided,  That  no  alien  embraced  within  this  subdivision  shall 
have  his  petition  for  naturalization  called  for  a  hearing,  or  heard, 
except  after  ninety  days'  notice  given  by  the  clerk  of  the  court  to 
the  Commissioner  or  Deputy  Commissioner  of  ISTaturalization  to 
be  present,  and  the  petition  shall  be  given  no  final  hearing  except 
in  open  court  and  after  such  notice  to  the  representative  of  the 
Government  from  the  Bureau  of  ISTaturalization,  whose  objection 
shall  cause  the  petition  to  be  continued  from  time  to  time  for  so 
long  as  the  Government  may  require:     Provided,  however,  That 


^NTatdealization  Laws  and  Regulations  4183 

notliing  herein  contained  shall  be  taken  or  construed  to  interfere 
with  or  prevent  the  apprehension  and  removal,  agreeably  to  law, 
of  any  alien  enemy  at  any  time  previous  to  the  actual  naturaliza- 
tion of  such  alien;  and  section  twenty-one  hund  ed  and  seventy- 
one  of  the  Revised  Statutes  of  the  United  States  is  hereby 
repealed:  Provided,  further^  That  the  President  of  the  United 
States  may,  in  his  discretion,  upon  investigation  and  report  by 
the  Department  of  Justice  fully  establishing  the  loyalty  of  any 
alien  enemy  not  included  in  the  foregoing  exemption,  except  such 
alien  enemy  from  the  classification  of  alien  enemy,  and  thereupon 
he  shall  have  the  privilege  of  applying  for  naturalization;  and 
for  the  purposes  of  carrying  into  effect  the  provisions  of  this  sec- 
tion, including  personal  services  in  the  District  of  Columbia,  the 
sum  of  $400,000  is  hereby  appropriated,  to  be  available  until 
June  thirtieth,  nineteen  hundred  and  nineteen,  including  travel 
expenses  for  members  of  the  Bureau  of  ISTaturalization  and  its 
field  service  only,  and  the  provisions  of  section  thirty-six  hundred 
and  seventy-nine  of  the  Revised  Statutes  shall  not  be  applicable  in 
any  way  to  this  appropriation. 

Twelfth,  That  any  person  who,  while  a  citizen  of  the  United 
States  and  during  the  existing  war  in  Europe,  entered  the  military 
or  naval  service  of  any  country  at  war  with  a  country  with  which 
the  United  States  is  now  at  war,  who  shall  be  deemed  to  have  lost 
his  citizenship  by  reason  of  any  oath  or  obligation  taken  by 
him  for  the  purpose  of  entering  such  service,  may  resume  his  citi- 
zenship by  taking  the  oath  of  allegiance  to  the  United  States  pre- 
scribed by  the  naturalization  law  and  regulations,  and  such  oath 
may  be  taken  before  any  court  of  the  United  States  or  of  any 
State  authorized  by  law  to  naturalize  aliens  or  before  any  consul 
of  the  United  States,  and  certified  copies  thereof  shall  be  sent  by 
such  court  or  consul  to  the  Department  of  State  and  the  Bureau 
of  Naturalization,  and  the  act  (Public  fifty-five,  Sixty-fifth  Con- 
gress, approved  October  fifth,  nineteen  hundred  and  seventeen), 
is  hereby  repealed. 

Thirteenth,  That  any  person  who  is  serving  in  the  military  or 
naval  forces  of  the  United  States  at  the  termination  of  the  existing 
war,  and  any  person  who  before  the  termination  of  the  existing 
war  may  have  been  honorably  discharged  from  the  military  or 
naval  services  of  the  United  S'tates  on  account  of  disability  in- 
curred in  line  of  duty,  shall,  if  he  applies  to  the  proper  court  for 
admission  as  a  citizen  of  the  United  States,  be  relieved  from  the 


4184  UNNATURALIZATION  LaWS  AND  REGULATIONS 

necessity  of  proving  that  immediately  preceding  the  date  of  his 
application  he  has  resided  continuously  within  the  United  States 
the  time  required  by  law  of  other  aliens,  or  within  the  State,  Ter- 
ritory, or  the  District  of  Columbia  for  the  year  immediately  pre- 
ceding the  date  of  his  petition  for  naturalization,  but  his  petition 
for  naturalization  shall  be  supported  by  the  affidavits  of  two  cred- 
ible witnesses,  citizens  of  the  United  States,  identifying  the  peti- 
tioner as  the  person  named  in  the  certificate  of  honorable  dis- 
charge, which  said  certificate  may  be  accepted  as  evidence  of  good 
moral  character  required  by  law,  and  he  shall  comply  with  the 
other  requirements  of  the  naturalization  law. 

Section  5.  That  the  clerk  of  the  court  shall,  immediately  after 
filing  the  petition,  give  notice  thereof  by  posting  in  a  public  and 
conspicuous  place  in  his  office,  or  in  the  building  in  which  his 
office  is  situated,  under  an  appropriate  heading,  the  name,  nativ- 
ity, and  residence  of  the  alien,  the  date  and  place  of  his  arrival 
in  the  United  States,  and  the  date,  as  nearlv  as  mav  be,  for  the 
final  hearing  of  his  petition,  and  the  names  of  the  witnesses  whom 
the  applicant  expects  to  summon  in  his  behalf ;  and  the  clerk  shall, 
if  the  applicant  requests  it,  issue  a  subpoena  for  the  witnesses  so 
named  by  the  said  applicant  to  appear  upon  the  day  set  for  the 
final  hearing,  but  in  case  such  witnesses  cannot  be  produced  upon 
the  final  hearing  other  witnesses  may  be  summoned. 

Section  6.  That  petitions  for  naturalization  may  be  made  and 
filed  during  term  time  or  vacation  of  the  court  and  shall  be 
docketed  the  same  day  as  filed,  but  final  action  thereon  shall  be 
had  only  on  stated  days,  to  be  fixed  by  rule  of  the  court,  and  in 
no  case  shall  final  action  be  had  upon  a  petition  until  at  least 
ninety  days  have  elapsed  after  filing  and  posting  the  notice  of 
such  petition :  Provided,  That  no  person  shall  be  naturalized  nor 
shall  any  certificate  of  naturalization  be  issued  by  any  court  with- 
in thirty  days  preceding  the  holding  of  any  general  election  with- 
in its  territorial  jurisdiction.  It  shall  be  lawful  at  the  time  and 
as  a  part  of  the  naturalization  of  any  alien,  for  the  court,  in  its 
discretion,  upon  the  petition  of  such  alien,  to  make  a  decree 
changing  the  name  of  said  alien,  and  his  certificate  of  natural- 
ization shall  bo  issued  to  him  in  accordance  therewith. 

Section  7.  That  no  person  who  disbelieves  in  or  who  is  opposed 
to  organized  government,  or  who  is  a  member  of  or  affiliated  with 
any  organization  entertaining  and  teaching  such  disbelief  in  or 
opposition  to  organized  government,  or  who  advocates  or  teaches 


Xatubalization  Laws  and  Kegulations  4185 

the  duty,  necessitv,  or  propriety  of  the  unlawful  assaultinj^  or 
killing  of  any  officer  or  officers,  either  of  specific  individuals  or 
of  officers  generally,  of  the  Government  of  the  United  States,  or 
of  anv  other  oriranized  2:overnment,  because  of  his  or  their  official 
character,  or  who  is  a  polygamist,  shall  be  naturalized  or  be  made 
a  citizen  of  the  United  States. 

Section  8.  That  no  alien  shall  hereafter  be  naturalized  or 
admitted  as  a  citizen  of  the  United  States  who  cannot  speak  the 
English  langauge:  Provided,  That  this  requirement  shall  not 
apply  to  aliens  who  are  physically  unable  to  comply  therewith,  if 
they  are  otherwise  qualified  to  become  citizens  of  the  United 
States :  .  And  provided  further.  That  the  requirements  of  this 
section  shall  not  apply  to  any  alien  who  has  prior  to  the  passage 
of  this  act  declared  his  intention  to  become  a  citizen  of  the  United 
States  in  conformity  with  the  law  in  force  at  the  date  of  making 
sucJi  declaration :  Provided  further.  That  the  requirements  of 
section  eight  shall  not  apply  to  aliens  who  shall  hereafter  declare 
their  intention  to  become  citizens  and  who  shall  make  homestead 
entries  upon  the  public  lands  of  the  United  States  and  comply  in 
all  respects  with  the  laws  providing  for  homestead  entries  on  such 
lands. 

Section  9.  That  every  final  hearing  upon  such  petition  shall 
be  had  in  open  court  before  a  judge  or  judges  thereof,  and  every 
final  order  which  may  be  made  upon  such  petition  shall  be  under 
the  hand  of  the  court  and  entered  in  full  upon  a  record  kept  for 
that  purpose,  and  upon  such  final  hearing  of  such  petition  the 
applicant  and  witnesses  shall  be  examined  under  oath  before  the 
court  and  in  the  presence  of  the  court. 

Section  10.  That  in  case  the  petitioner  has  not  resided  in  the 
State,  Territory,  or  the  District  of  Columbia^  for  a  period  of  five 
years  continuously  and  immediately  preceding  the  filing  of  his 
petition  he  may  establish  by  two  witnesses,  both  in  his  petition 
and  at  the  hearing,  the  time  of  his  residence  within  the  State, 
provided  that  it  has  been  for  more  than  one  year,  and  the  remain- 
ing portion  of  his  five  years'  residence  within  the  United  States 
required  by  law  to  be  established  may  be  proved  by  the  depositions 
of  two  or  more  witnesses  who  are  citizens  of  the  United  States, 
upon  notice  to  the  Bureau  of  jSTaturalization. 


iThe  word  "District"  amended   by  the   act  of  May,   1918,  to   read   "The 
District  of  Columbia." 


4186  l^ATUKALIZATION  LaWS  AND  REGULATIONS 

Section  11.  That  the  United  States  shall  have  the  right  to 
appear  before  any  court  or  courts  exercising  jurisdiction  in 
naturalization  procedings  for  the  purpose  of  cross-examining  the 
petitioner  and  the  witnesses  produced  in  support  of  his  petition 
concerning  any  matter  touching  or  in  any  way  affecting  his  right 
to  admission  to  citizenship,  and  shall  have  the  right  to  call  wit- 
nesses, produce  evidence,  and  be  heard  in  opposition  to  the  grant- 
ing of  any  petition  in  naturalization  proceedings. 

Section  12.  That  it  is  hereby  made  the  duty  of  the  clerk  of 
each  and  every  court  exercising  jurisdiction  in  naturalization 
matters  under  the  provisions  of  this  act  to  keep  and  file  a  dupli- 
cate of  each  declaration  of  intention  made  before  him  and  to  send 
to  the  Bureau  of  ^Naturalization  at  Washington,  within  thirty 
days  after  the  issuance  of  a  certificate  of  citizenship,  a  duplicate 
of  such  certificate,  and  to  make  and  keep  on  file  in  his  ofiice  a 
stub  for  each  certificate  so  issued  by  him,  whereon  shall  be  entered 
a  memorandum  of  all  the  essential  facts  set  forth  in  such  cer- 
tificate. It  shall  also  be  the  duty  of  the  clerk  of  each  of  said 
courts  to  report  to  the  said  bureau,  within  thirty  days  after  the 
final  hearing  and  decision  of  the  court,  the  name  of  each  and  every 
alien  who  shall  be  denied  naturalization,  and  to  furnish  to  said 
bureau  duplicates  of  all  petitions  within  thirty  days  after  the 
filing  of  the  same,  and  certified  copies  of  such  other  proceedings 
and  orders  instituted  in  or  issued  out  of  said  court  affecting  or 
relating  to  the  naturalization  of  aliens  as  may  be  required  from 
time  to  time  by  the  said  bureau. 

In  case  any  such  clerk  or  officer  acting  under  his  direction  shall 
refuse  or  neglect  to  comply  with  any  of  the  foregoing  provisions 
he  shall  forfeit  and  pay  to  the  United  States  the  sum  of  twenty- 
five  dollars  in  each  and  every  case  in  which  such  violation  or 
omission  occurs,  and  the  amount  of  such  forfeiture  mav  be 
recovered  by  the  United  States  in  an  action  of  debt  against  such 
clerk. 

Clerks  of  courts  having  and  exercising  jurisdiction  in  natural- 
ization matters  shall  be  responsible  for  all  blank  certificates  of 
citizenship  received  by  them  from  time  to  time  from  the  Bureau 
of  iN'aturalization,  and  shall  account  for  the  same  to  the  said 
bureau  whenever  required  so  to  do  by  such  bureau,  l^o  certificate 
of  cHizenship  received  by  any  such  clerk  which  may  be  defaced 
or  injured  in  such  manner  as  to  prevent  its  use  as  herein  pro- 
vided shall  in  any  case  be  destroyed,  but  such  certificate  shall  be 


Naturalization  Laws  and  Regulations  4187 

returned  to  the  said  bureau ;  and  in  case  any  such  clerk  shall  fail 
to  return  or  properly  account  for  any  certificate  furnished  by  the 
said  bureau,  as  herein  provided,  he  shall  be  liable  to  the  United 
States  in  the  sum  of  fifty  dollars,  to  be  recovered  in  an  action  of 
debt,  for  each  and  every  certificate  not  properly  accounted  for  or 
returned. 

Section  13.  ^That  the  clerk  of  each  and  every  court  exercising 
jurisdiction  in  naturalization  cases  shall  charge,  collect,  and 
account  for  the  following  fees  in  each  proceeding  r 

For  receiving  and  filing  a  declaration  of  intention  and  issuing 
a  duplicate  thereof,  one  dollar. 

For  making,  filing,  and  docketing  the  petition  of  an  alien  for 
admission  as  a  citizen  of  the  United  States,  and  for  the  final 
bearing  thereon,  two  dollars;  and  for  entering  the  final  order  and 
the  issuance  of  the  certificate  of  citizenship  thereunder,  if  granted, 
two  dollars. 

The  elerk  of  any  court  collecting  such  fees  is  hereby  author- 
ized to  retain  one-half  of  the  fees  collected  by  him  in  such 
naturalization  proceedings ;  the  remaining  one-half  of  the  natural- 
ization fees  in  each  case  collected  by  such  clerks,  respectively, 
shall  be  accounted  for  in  their  quarterly  accounts,  which  they  are 
hereby  required  to  render  the  Bureau  of  Naturalization,  and  paid 
over  to  such  bureau  within  thirty  days  from  the  close  of  each 
quarter  in  each  and  every  fiscal  year,  and  the  moneys  so  received 
shall  be  paid  over  to  the  disbursing  clerk  of  the  Department  of 
Labor,  who  shall  thereupon  deposit  them  in  the  Treasury  of  the 
United  States,  rendering  an  account  therefor  quarterly  to  the 
Auditor  for  the  State  and  Other  Departments,  and  the  said  dis- 
bursing clerk  shall  be  held  responsible  under  his  bond  for  said 
fees  so  received. 

In  addition  to  the  fees  herein  required,  the  petitioner  shall, 
upon  the  fih'ng  of  his  petition  to  become  a  citizen  of  the  United 
States,  deposit  with  and  pay  to  the  clerk  of  the  court  a  sum 
of  money  sufficient  to  cover  the  expenses  of  subpoenaing  and  pay- 
ing the  legal  fees  of  any  witnesses  for  whom  he  may  request  a 
subpoena,  and  upon  the  final  discharge  of  such  witnesses  they 
shall  receive,  if  they  demand  the  same  from  the  clerk,  the  cus- 

1  Section  13,  as  amended  by  act  of  June  25,  1910. 

2  See  last  paragraph  of  seventh  subdivision  of  section  4,  page  9,  regarding 
fee  to  be  paid  by  alien  in  military  service  who  files  petition  during  time 
United  States  is  at  war. 


4188  Xatukalization  Laws  axd  REGULATio]srs 

tomaij  and  usual  witness  fees  from  the  moneys  which  the  peti- 
tioner shall  have  paid  to  such  clerk  for  such  purpose,  and  the 
residue,  if  any,  shall  be  returned  by  the  clerk  to  the  petitioner: 
Provided,  That  the  clerks  of  courts  exercising  juridiction  in 
naturalization  proceedings  shall  be  permitted  to  retain  one-half  of 
the  fees  in  any  fiscal  year  up  to  the  sum  of  three  thousand  dollars, 
and  that  all  fees  received  by  such  clerks  in  naturalization  pro- 
ceedings in  excess  of  such  amount  shall  be  accounted  for  and  paid 
over  to  said  bureau  as  in  case  of  other  fees  to  which  the  United 
States  may  be  entitled  under  the  provisions  of  this  act.  The 
clerks  of  the  various  courts  exercising  jurisdiction  in  naturaliza- 
tion proceedings  shall  pay  all  additional  clerical  force  that  may 
be  required  in  performing  the  duties  imposed  by  this  act  upon 
the  clerks  of  courts  from  fees  received  by  such  clerks  in  natural- 
ization proceedings. 

And  in  case  the  clerk  of  any  court  exercising  naturalization 
jurisdiction  collects  fees  in  excess  of  the  sum  of  six  thousand 
dollars  in  any  fiscal  year  the  Secretary  of  Labor  may  allow  salar 
ries,  for  naturalization  purposes  only,  to  pay  for  clerical  assistance, 
to  be  selected  and  employed  by  that  clerk,  additional  to  the  clerical 
force,  for  which  clerks  of  courts  are  required  by  this  section  to 
pay  from  fees  received  by  such  clerks  in  naturalization  proceed- 
ings, if  in  the  opinion  of  said  Secretary  the  naturalization  busi- 
ness of  such  clerk  warrants  further  additional  assistance:  Pro- 
vided, That  in  no  event  shall  the  whole  amount  allowed  the  clerk 
of  a  court  and  his  assistants  exceed  the  one-half  of  the  gross 
receipts  of  the  office  of  said  clerk  from  naturalization  fees  during 
such  fiscal  year :  Provided,  further,  That  when,  at  the  close  of 
any  fiscal  year,  the  business  of  such  clerk  of  court  indicates,  in 
the  opinion  of  the  Secretary  of  Labor,  that  the  naturalization  fees 
for  the  succeeding  fiscal  year  will  exceed  six  thousand  dollars  the 
Secretary  of  Labor  may  authorize  the  continuance  of  the  allow- 
ance of  salaries  for  the  additional  clerical  assistance  herein  pro- 
vided for  and  employed  on  the  last  day  of  the  fiscal  year  until 
such  time  as  the  remittances  indicate,  in  the  opinion  of  said  Secre- 
tary, that  the  fees  for  the  then  current  fiscal  year  will  not  be 
suflicient  to  allow  the  additional  clerical  assistance  authorized 
by  this  act. 

That  payment  for  the  additional  clerical  assistance  herein 
authorized  shall  be  in  the  manner  and  under  such  regulations  as 
the  Secretary  of  Labor  may  prescribe. 


!N"atukalization  Laws  axd  Regulatioxs  4189 

Section  14.  That  the  declarations  of  intention  and  the  petitions 
for  naturalization  shall  be  bound  in  chronological  order  in  sepa- 
rate volumes,  indexed^  consecutively  numbered,  and  made  part 
of  the  records  of  the  court.  Each  certificate  of  naturalization 
issued  shall  bear  upon  its  face,  in  a  place  prepared  therefor,  the 
volume  number  and  page  number  of  the  petition  whereon  such 
certificate  was  issued,  and  the  volume  and  page  number  of  the 
stub  of  such  certificate. 

Section  15.  That  it  shall  be  the  duty  of  the  United  States  dis- 
trict attorneys  for  the  respective  districts,  upon  affidavit  showing 
good  cause  therefor,  to  institute  proceedings  in  any  court  having 
jurisdiction  to  naturalize  aliens  in  the  judical  district  in  which 
the  naturalized  citizen  may  reside  at  the  time  of  bringing  the  suit 
for  the  purpose  of  setting  aside  and  canceling  the  certificate  of 
citizenship  on  the  ground  of  fraud  or  on  the  ground  that  such 
certificate  of  citizenship  was  illegally  procured.  In  any  such 
proceedings  the  party  holding  the  certificate  of  citizenship  alleged 
to  have  been  fraudulently  or  illegally  procured  shall  have  sixty 
days  personal  notice  in  which  to  make  answer  to  the  petition  of 
the  United  States;  and  if  the  holder  of  such  certificate  be  absent 
from  the  United  States  or  from  the  district  in  which  he  last  had 
his  residence,  such  notice  shall  be  given  by  publication  in  the 
manner  provided  for  the  service  of  summons  by  publication  or 
upon  absentees  by  the  laws  of  the  State  or  the  place  where  such 
suit  is  brought. 

If  any  alien  who  shall  have  secured  a  certificate  of  citizenship 
under  the  provisions  of  this  act  shall,  within  five  years  after  the 
issuance  of  such  certificate,  return  to  the  country  of  his  nativity, 
or  go  to  any  other  foreign  country,  and  take  permanent  residence 
therein,  it  shall  be  considered  prima  facie  evidence  of  a  lack  of 
intention  on  the  part  of  such  alien  to  become  a  permanent  citizen 
of  the  United  States  at  the  time  of  filing  his  application  for 
citizenship,  and,  in  the  absence  of  countervailing  evidence,  it 
shall  be  sufficient  in  the  proper  proceedings  to  authorize  the  can- 
cellation of  his  certificate  of  citizenship  as  fraudulent,  and  the 
diplomatic  and  consular  officers  of  the  United  States  in  foreign 
countries  shall  from  time  to  time,  through  the  Department  of 
State,  furnish  the  Department  of  Justice  with  the  names  of  those 
within  their  respective  jurisdictions  who  have  such  certificates  of 
citizenship  and  who  have  taken  permanent  residence  in  the  country 


4100  ^^Tatukalization  Laws  and  Regulations 

of  their  nativity,  or  in  any  other  foreign  conntiy,  and  such  state- 
ments, duly  certified,  shall  be  admissible  in  evidence  in  all  courts 
in  proceedings  to  cancel  certificates  of  citizenship. 

Whenever  any  certificate  of  citizenship  shall  be  set  aside  or 
canceled,  as  herein  provided,  the  court  in  which  such  judgement 
or  decree  is  rendered  shall  make  an  order  canceling  such  cer- 
tificate of  citizenship  and  shall  send  a  certified  copy  of  such  order 
to  the  Bureau  of  l>raturalization ;  and  in  case  such  certificate  was 
not  originally  issued  by  the  court  making  such  order  it  shall 
direct  the  clerk  of  the  court  to  transmit  a  copy  of  such  order  and 
judgment  to  the  court  out  of  which  such  certificate  of  citizenship 
shall  have  been  originally  issued.  And  it  shall  thereupon  be  the 
duty  of  the  clerk  of  the  court  receiving  such  certified  copy  of  the 
order  and  judgment  of  the  court  to  enter  the  same  of  record  and 
to  cancel  such  original  certificate  of  citizenship  upon  the  records 
and  to  notify  the  Bureau  of  E^aturalization  of  such  cancellation. 

The  provisions  of  this  section  shall  apply  not  only  to  certificates 
of  citizenship  issued  under  the  provisions  of  this  act,  but  to  all 
certificates  of  citizenship  which  may  have  been  issued  heretofore 
by  any  court  exercising  jurisdiction  in  naturalization  proceedings 
under  prior  laws. 

Section  16.  (Superseded  by  act  of  Mar.  4,  1909.  See  sec.  74, 
p.  25.) 

Section  17.  (Superseded  by  act  of  Mar,  4,  1909,  See  sec.  75, 
p.  25.) 

Section  18.  That  it  is  hereby  made  a  felony  for  any  clerk 
or  other  person  to  issue  or  be  a  party  to  the  issuance  of  a  cer- 
tificate of  citizenship  contrary  to  the  provisions  of  this  act,  except 
upon  a  final  order  under  the  hand  of  a  court  having  jurisdiction 
to  make  such  order,  and  upon  conviction  thereof  such  clerk  or 
other  person  shall  be  punished  by  imprisonment  for  not  more 
than  five  years  and  by  a  fine  of  not  more  than  five  thousand 
dollars,  in  the  discretion  of  the  court. 

Section  19.  (Superseded  by  act  of  Mar.  4,  1909.  See  sec.  77, 
p.  26.) 

Section  20.  That  any  clerk  or  other  officer  of  a  court  having 
power  under  this  act  to  naturalize  aliens,  who  wilfully  neglects  to 
render  tine  accounts  of  moneys  received  by  him  for  naturaliza- 
tion proceedings  or  who  wilfully  neglects  to  pay  over  any  balance 
of  such  moneys  due  to  the  United  States  within  thirty  days  after 
said  payment  shall  become  due  and  demand  therefor  has  been 


Katdralizatio>v-  Laws  and  REGULATioisrs  4-101 

made  and  refused,  shall  be  deemed  guilty  of  embezzlement  of  the 
public  moneys,  and  shall  be  punishable  by  imprisonment  for  not 
more  than  five  years,  or  by  a  fine  of  not  more  than  five  thousand 
dollars,  or  both. 

Section  21,  That  it  shall  be  unlawful  for  any  clerk  of  any 
court  or  his  authorized  deputy  or  assistant  exercising  jurisdiction 
in  naturalization  proceedings  to  demand,  charge,  collect,  or  receive 
any  other  or  additional  fees  or  moneys  in  naturalization  proceed- 
ings save  the  fees  and  moneys  herein  specified;  and  a  violation 
of  any  of  the  provisions  of  this  section  or  any  part  thereof  is 
hereby  declared  to  be  a  misdemeanor  and  shall  be  punished  by 
imprisonment  for  not  more  than  two  years,  or  by  a  fine  of  not 
more  than  one  thousand  dollars,  or  by  both  such  fine  and  imprison- 
ment. 

Section  22.  That  the  clerk  of  any  court  exercising  jurisdiction 
in  naturalization  proceedings,  or  any  person  acting  under  author- 
ity of  this  act,  who  shall  knowingly  certify  that  a  petitioner, 
affiant,  or  witness  named  in  an  affidavit,  petition,  or  certificate  of 
citizenship,  or  other  paper  or  writing  required  to  be  executed 
under  the  provisions  of  this  act,  personally  appeared  before  him 
and  was  sworn  thereto,  or  acknowledged  the  execution  thereof  or 
signed  the  same,  when  in  fact  such  petitioner,  affiant,  or  witness 
did  not  personally  appear  before  him,  or  was  not  sworn  thereto, 
or  did  not  execute  the  same,  or  did  not  acknowledge  the  execution 
thereof,  shall  be  punished  by  a  fine  not  exceeding  five  thousand 
dollars,  or  by  imprisonment  not  to  exceed  five  years. 

S'ection  23.  That  any  person  who  knowingly  procures  natural- 
ization in  violation  of  the  provisions  of  this  act  shall  be  fined  not 
more  than  five  thousand  dollars,  or  shall  be  imprisoned  not  more 
than  five  years,  or  both,  and  upon  conviction  the  court  in  which 
such  conviction  is  had  shall  thereupon  adjudge  and  declare  the 
final  order  admitting  such  person  to  citizenship  void.  Jurisdic- 
tion is  hereby  conferred  on  the  courts  having  jurisdiction  of  the 
trial  of  such  offense  to  make  such  adjudication.  Any  person  who 
knowingly  aids,  advises,  or  encourages  any  person  not  entitled 
thereto  to  apply  for  or  to  secure  naturalization,  or  to  file  the 
preliminary  papers  declaring  an  intent  to  become  a  citizen  of  the 
United  States,  or  who  in  any  naturalization  proceeding  knowingly 
procures  or  gives  false  testimony  as  to  any  material  fact,  or  who 
knowingly  makes  an  affidavit  false  as  to  any  material  fact  required 
to  be  proved  in  such  proceeding,  shall  be  fined  not  more  than  five 
thousand  dollai-s,  or  imprisoned  not  more  than  five  years,  or  both. 


4102  Katuealization  Laws  axd  Regulations 

Section  2-i.  That  no  person  shall  be  prosecuted,  tried,  or 
punished  for  any  crime  arising  under  the  provisions  of  this  act 
unless  the  indictment  is  found  or  the  information  is  filed  within 
five  years  next  after  the  commission  of  such  crime. 

Section  25.  That  for  the  purpose  of  the  prosecution  of  all 
crimes  and  offenses  against  the  naturalization  laws  of  the  United 
States  which  may  have  been  committed  prior  to  the  date  when 
this  act  shall  go  into  effect,  the  existing  naturalization  laws  shall 
remain  in  full  force  and  effect. 

Section  26.  That  sections  twentv-one  hundred  and  sixtv-five, 
twenty-one  hundred  and  sixty-seven,  twentN'-one  hundred  and 
sixty-eight,  twenty-one  hundred  and  seventy-three  of  the  Revised 
Statutes  of  the  United  States  of  America,  and  section  thirtv-nine 
of  chapter  one  thousand  and  twelve  of  the  Statutes  at  Large  of 
the  United  States  of  America  for  the  year  nineteen  hundred  and 
three,  and  all  acts  or  parts  of  acts  inconsistent  with  or  repugnant 
to  the  provisions  of  this  act  are  hereby  repealed. 

Section  27.  That  substantiallv  the  following:  forms  shall  be 
used  in  the  proceedings  to  which  they  relate: 

DECLARATIOX  OF  IXTEXTIOX 
(Invalid  for  all  purposes  seven  years  after  the  date  hereof.) 

,  SS. 

I,    ,  aged    years,  occupation    ,  do 

declare  on  oath  (affirm)  that  my  personal  description  is:     Color 

,  complexion ,  height ,  weight ,  color 

of  hair    ,  color  of  eyes    ,  other  visible  distinctive 

marks ;  I  was  born  in ,  on  the  ....  day  of , 

Anno  Domini I  now  reside  at ;  I  emigrated  to 

the  United  States  of  America  from ,  on  the  vessel , 

my  last  foreign  residence  was It  is  my  bona  fide 

intention  to  renounce  forever  all    allegiance   and    fidelity   to   any 
foreign  prince,  potentate,  state,  or  sovereignty,  and  particularl;^ 

to ,  of  which  I  am  now  a  citizen  (subject) ;  I  arrived  at 

the  (port)  of ,  in  the  State  (Territory  of  the  District 

of  Columbia^)    on  or  about  the    day  of    ,   Anno 

Domini.     I  am  not  an  anarchist ;  I  am  not  a  polygamist  nor  a 
believer  in  the  practice  of  polygamy ;  and  it  is  my  intention  in 

1  The  word  "District"  amended  by  the  act  of  May  9,  1918,   to  read  "the 
District  of  Columbia." 


!NrATURAi.i/A'ri<)x  Laws  axd  Rkgulatioxs  419'3 

good  faith  to  become  a  citizen  of  the  United  States  of  America, 
to  permanently  reside  therein.     So  help  me  God. 

(Original  signature  of  declarant) 

Subscribed  and  sworn  to  (affirmed)  before  me  this day 

of ,  Anno  Domini   

(Official  character  of  attestor.) 

PETITION  FOR  NATURALIZATION 
Court  of 

In  the  matter  of  the  petition  of to  be  admitted  as 

a  citizen  of  the  United  States  of  America. 
To  the Court : 

The  petition  of respectfully  shows : 

First.    My  full  name  is 

Second.     My  place  or  residence  is  number street,  city 

of    ,   State    (Territory   or  the  District   of   Columbia^) 

of 

Third.    My  occupation  is 

Fourth.     I  was  born  on  the day  of at 

Fifth.     I  emigrated  to  the  United  States  from ,  on  or 

about  the day  of Anno  Domini    and 

arrived  at  the  port  of ,  in  the  United  State^^.  on  the 

vessel  

Sixth.      I  declared  mv  intention  to  become  a  citizen   of  the 

United  States  on  the day  of ,  at ,  in  the 

court  of 

Seventh.     I  am married.    My  wife's  name  is 

She  was  bom   in    and   now   resides   at    I 

have children,  and  the  name,  date,  and  place  of  birth  and 

place  of  residence  of  each  of  said  children  is  as  follows: 

Eight.  I  am  not  a  disbeliever  in  or  opposed  to  organized  govern- 
ment or  a  member  of  or  affiliated  with  any  organization  or  body 
of  persons  teaching  disbelief  in  organized  government.  1  am  not 
a  polygamist  nor  a  believer  in  the  practice  of  polvganiy.  I  am 
attached  to  the  principles  of  the  Constitution  of  the  United  States, 
and  it  is  mv  intention  to  become  a  citizen  of  the  United  States  and 
to  renounce  absolutely  and  forever  all  allegiance  and  fidelity  to 
any  foreign  prince,  potentate,  state,  or  sovereignty,  and  particu- 
larly to of  which  at  this  time  I  am  a  citizen  (or 

subject^,  and  it  is  my  intention    to    reside    permanently    in    the 
United  States. 

1  The  word  '•  Distriot  "  amended  by  the  act  of  May  9,  191S,  to  read  "  the 
District  of  Columbia." 


4194  Naturalization  Laws  and  Regulatioks 

Ninth.     I  am  able  to  speak  the  English  language. 

Tenth.  I  have  resided  continuously  in  the  United  States  of 
America  for  a  term  of  five  years  at  least  immediately  preceding 

the  date  of  this  petition,  to  wit,  since   ,  Anno 

Domini ,  and  in  the  State  (Territory  or   the    District    of 

Columbia^)  of ,  for  one  year  at  least  next  preceding 

the  date  of  this  petition,  to  wit,  since day  of 

,  Anno  Domini 

Eleventh.     I  have  not  heretofore  made  petition  for  citizenship 

to  any  court.     (I  made  petition  for  citizenship  to  the 

court  of at ,  and   the    said   petition 

was  denied  by  the  said  court  for  the  following  reasons  and  causes, 

to  wit, ,  and  the  cause  of  such  denial  has  since  been 

cured  or  removed.) 

Attached  hereto  and  made  a  part  of  this  petition  are  my  declara- 
tion of  intention  to  become  a  citizen  of  the  United  States  and  the 
certificate  from  the  Department  of  Labor  required  by  law. 
Wherefore  your  petitioner  prays  that  he  may  be  admitted  a  citizen 
of  the  United  States  of  America. 

Dated 

(Signature  of  petitioner)   

ss. 

,       being    duly    sworn, 

deposes  and  says  that  he  is  the  petitioner  in  the  above-entitled  pro- 
ceeding; that  he  has  read  the  foregoing  petition  and  knows  the 
contents  thereof ;  that  the  same  is  true  of  his  own  knowledge,  ex- 
cejjt  as  to  matters  therein  stated  to  be  alleged  upon  information 
and  belief,  and  that  as  to  those  matters  he  believes  it  to  be  true. 

Subscribed  and  sworn  to  before  me  this  ....  day  of , 

Anno  Domini , 

(LS.)  , 

Clerk  of  the Court. 

AFFIDAVIT  OF   WITNESSES 

Court  of 

In  the  matter  of  the  petition  of to  be  admitted  a 

citizen  of  the  United  States  of  America. 

,  ss. 

,     occupation      , 

residing  at ,  and occupation   , 

iThe  word  "District"  amended  by  the  act  of  Mav  9.   1918.  to  read   "the 
District  of  Columbia." 


Xatukalizatiox  Laws  and  Regulatioin's  4195 

residing  at ,  each  being  severally,  duly,  and  respec- 
tively sworn,  deposes  and  says  that  he  is  a  citizen  of  the  United 

States  of  America;  that  he  has  personally  known , 

the  petitioner  above  mentioned,  to  be  a  resident  of  the  United 
States  for  a  period  of  at  least  five  years  continuously  immediately 
preceding  the  date  of  filing  his  petition,  and  of  the  State  { Terri- 
tory- or  the  District  of  Columbia^)  in  which  the  above-entitled 
appjication  is  made  for  a  period  of years  immediately  pre- 
ceding the  date  of  filing  his  petition;  and  that  he  has  personal 
knowledge  that  the  said  petitioner  is  a  person  of  good  moral 
character,  attached  to  the  principles  of  the  Constitution  of  the 
United  States,  and  that  he  is  in  eyery  way  qualified,  in  his  opinion, 
to  be  admitted  as  a  citizen  of  the  United  States. 


Subscribed    and    sworn    to    before    me    this      day     of 

.,  nineteen  hundred  and  ...... 


(L.  S.) 


(Official  charar-trr  of  attestor.) 

CERTIFICATE  OF  XATURALIZATION 

Is"umbeT 

Petition,  volume   ,  page 

Stub,  volume ,  P^-ge 

(Signature  of  holder) 

Description  of  holder:     Age, ;    height ;    f^nlor. 

:  complexion ;  color  of  eyes. ;  color  of 

hair,     ;    visible    distinguishing    marks,     

Xame,  age,  and  place  of  residence  of  wife. Names, 

ages,  and  places  of  residence  of  minor    children,    , 


,  ss. 

Be  it  remembered,  that  at  a term  of  the 

court  of  ...  .  held  at on  the day  of , 

in  the  vear  of  our  Lord  nineteen  hundred  and ,     , 

who  previous  to  his  (her)  naturalization  was  a  citizen  or  subject 

of ,  at  present  residing  at  number 

street,    city   (town)    State    (Terri- 
tory or  the  District  of  Columbia^),  having  applied  to  be  admitted 

iThe  word  "District"  amended  by  the  act  of  May  9,  1918,  to   read   "the 
District  of  Columbia." 


419G  Xaturalization  Laws  axd  Regulatio:cs 

a  citizen  of  the  United  States  of  America  pursuant  to  law,  and  the 
court  having  found  that  the  petitioner  had  resided  continuously 
Avithin  the  United  States  for  at  least  five  years  and  in  this  State 
for  one  year  immediately  preceding  the  date  of  the  hearing  of  his 
(her)  petition,  and  that  said  petitioner  intends  to  reside  perma- 
nently in  the  United  States,  had  in  all  respects  coni-plied  with  the 
law  in  relation  thereto,  and  that  ....  he  was  entitled  to  be  so 
admitted,  it  was  thereupon  ordered  by  said  court  that  ....  he  be 
admitted  as  a  citizen  of  the  United  States  of  America. 

In  testimony  whereof  the  seal  of  said  court  is  hereunto  affixed 

on  the day  of ,  in  the  year  of  our   Lord   nineteen 

hundred  and  ....  and  of  our  independence  the 

(L.  S.) 


(Official  character  of  attestor) 

STUB  OF  CERTIFICATE  OF  NATURALIZATION 

No.  of  certificate 

Name, ;  age 

Declaration  of  intention,  volume P^ge 

Petition,  volume ,  page 

Name,  age  and  place  of  residence  of  wife, 

Names,  ages,  and    places  of   residence    of   minor 

children, 

Date  of  order,  volume P^ge 

(Signature  of  holder)    

Section  28,  That  the  Secretary  of  Labor  shall  have  power  to 
make  such  rules  and  regulations  as  may  be  necessary  for  properly 
carrying  into  execution  the  various  provisions  of  this  act. 
Certified  copies  of  all  papers,  documents,  certificates,  and  records 
required  to  be  used,  filed,  recorded,  or  kept  under  any  and  all  of 
the  provisions  of  this  act  shall  be  admitted  in  evidence  equally 
with  the  originals  in  any  and  all  proceedings  under  this  act 
and  in  all  cases  in  which  the  originals  thereof  might  be  admissible 
as  evidence. 

►Section  29.  That  for  the  purpose  of  carrying  into  effect  the 
provisions  of  this  act  there  is  hereby  appropriated  the  sum  of  one 
hundred  thousand  dollars,  out  of  any  moneys  in  the  Treasury  of 
the  United  States  not  otherwise  appropriated,  which  appropria- 
tion shall  be  in  full  for  the  objects  hereby  expressed  until  June 
thirtieth,  nineteen  hundred  and  seven ;  and  the.  provisions  of  sec- 


Naturalizatiox  Laws  and  Regulations  4197 

tion  thirty-six  hundred  and  seventy-nine  of  the  Revised  Statutes 
of  the  United  States  shall  not  be  applicable  in  any  one  way  to 
this   appropriation. 

Section  30.  That  all  the  applicable  provisions  of  the  natural- 
ization laws  of  the  United  States  shall  apply  to  and  be  held  to 
authorize  the  admission  to  citizenship  of  all  persons  not  citizens 
who  owe  permanent  allegiance  to  the  United  States,  and  who  may 
become  residents  of  any  State  or  organized  Territory  of  the 
United  States,  with  the  following  modifications:  The  applicant 
shall  not  be  required  to  renounce  allegiance  to  any  foreign  sov- 
ereignty; he  shall  make  his  declaration  of  intention  to  become  a 
citizen  of  the  United  States  at  least  two  years  prior  to  his  admis- 
sion; and  residence  within  the  jurisdiction  of  the  United  States, 
owing  such  permanent  allegiance,  shall  be  regarded  as  residence 
within  the  United  .States,  within  the  meaning  of  the  five  years' 
residence  clause  of  the  existing  law. 

Section  31.  That  this  act  shall  take  effect  and  be  in  force 
from  and  after  ninety  days  from  the  date  of  its  passage:  Pro- 
vided, That  sections  one,  two,  twenty-eight,  and  twenty-nine  shall 
go  into  effect  from  and  after  the  passage  of  this  act. 

Approved,  June  29,  1906. 

NATURALIZATION 

(For  a  list  of  sections  re])ealed,  see  p.  17  of  this  pamphlet,  sec. 
26  of  act  of  June  29,  1906;  subdivisions  11th  and  12th,  under 
sec.  4,  p.  10;  and  p.  27.) 

NATURALIZATION  LIMITED  TO  WHITE  PERSONS  AND  THOSE  OF  THE 

AFRICAN  RACE 

(Act  of  February  18,  1875,  amending  act  of  July  14,  1870.) 

Section      2169.      The  provisions   of  this  title  shall   apply  to 

aliens  being  free  white  persons ;  and  to  aliens  of  African  nativity 

and  to  persons  of  African  descent.     (R.  S.  1878,  p.  380;  1  Comp. 

Stat.  1901,  p.  1333.) 

NATURALIZATION  OF  CHINESE  PROHIBITED 

(Act  of  May  6,  1882.) 
Section  14.  That   hereafter   no   State   court   or    court   of   the 
United  States  shall  admit  Chinese  to  citizenship;  and  all  laws  in 
conflict  with  thi?  act  are  hereby  repealed.     (22  SH:flt.  L.,  p.  61.) 


4198  l^ATUKALIZATION  LaWS  AND  EegULATIONS 

RESIDENCE    WITHIN    THE   UNITED    STATES    REQUIRED    FOR    FIVE 

YEARS  CONTINUOUSLY 

(Act  of  March  3,  1813.) 

(The  United  States  Circuit  Court  of  Appeals  has  held  that  sec. 
2170  was  not  repealed  by  the  naturalization  act  of  June  29, 
1906.     [See  United  States  v.  Eodieck,  162  Fed.,  469.]) 
Section  2170.     No  alien  shall  be  admitted  to  become  a  citizen 

who  has  not  for  the  continued  term  of  five  years  next  preceding 

his  admission  resided  within  the  United  States.     (R.  9.  1878,  p. 

380;  1  Comp.  Stat.  1901,  p.  1333.) 

NATURALIZATION    OF    ALIEN    ENEMIES    PROHIBITED 

(Act  of  July  30,  1813,  amending  act  of  April  14,  1802.) 
Section  2171.     R.  S.   1878,  p.  380;  1  Comp.  Stat.   1901,  p. 
1334.     This  section  repealed  by  the  act  of  May  9,  1918  (Pub.  l^o. 
144,  65th  Cong).     (See  Sec.  4,  subdivision  11,  p.  10.) 

ALIEN  SEAMEN  OF  MERCHANT  VESSELS 

(Act  of  July  7,  1872.) 

Section  2174.  R.  S.  1878,  p.  380;  1  Comp.  Stat.  1901,  p. 
1334.  This  section  repealed  by  the  act  of  May  9,  1918  (Pub.  No. 
144,  65th  Cong). 

(See  Sec.  4,  subdivisions  7  and  8,  pp.  6  and  9.) 

NATURALIZATION   OF    DECLARANTS    WHO    HAVE    SERVED    IN    THE 
NAVAL  RESERVE  FORCE  IN  TIME   OF  WAR 

(Act  of  May  22,  1917.) 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the 
United  States  of  America  in  Congress  assembled.  That  the  Act 
entitled  ''An  Act  making  appropriations  for  the  naval  service  for 
the  fiscal  year  ending  June  thirtieth,  nineteen  hundred  and  seven- 
teen, and  for  other  purposes,"  approved  August  twenty-ninth, 
nineteen  hundred  and  sixteen,  be,  and  the  same  is  hereby,  amended 
by  adding  after  the  proviso  under  the  heading  "  Naval  Reserve 
Force,"  which  reads  as  follows:  "Provided,  That  citizens  of  the 
insular  possessions  of  the  United  States  may  enroll  in  the  Naval 
Auxiliary  Reserve,"  a  further  proviso  as  follows:  Provided  fur- 
ther. That  such  persons  who  are  not  citizens  of  the  United  States, 
but  who  have  or  shall  have  declared  their  intention  to  become 
citizens  of  the  United  States,  and  who  are  citizens  of  countries 
which  are  at  peace  with  the  United  States,  may  enroll  in  the 


Naturalization  Laws  and  Regulations  4199 

Naval  Reserve  Force  subject  to  the  condition  that  they  may  be 
discharged  from  such  enrollment  at  any  time  within  the  dis- 
cretion of  the  Secretary  of  the  Navy,  and  such  persons  who  may, 
under  existing  law,  become  citizens  of  the  United  S'tates,  and  who 
render  honorable  service  in  the  Naval  Reserve  Force  in  time  of 
war  for  a  period  of  not  less  than  one  year  may  become  cit^'zens 
of  the  United  States  without  proof  of  residence  on  shore  and 
without  further  requirement  than  proof  of  good  moral  character 
and  certificate  from  the  Secretary  of  the  Navy  that  such  honor- 
able service  was  actually  rendered.  (Public  Laws,  65th  Cong., 
1st  sess.,  1917,  p.  84.) 

HONORABLY   DISCHARGED   SOLDIERS   EXEMPT   FROM   CERTAIN 

FORMALITIES 

(Act  of  July  17,  1862.) 
Section  2166.  R.  S.  1878,  p.  379;  1  Comp.  Stat.  1901,  p. 
1332.  This  section  repealed  by  act  of  May  9,  1918  (Pub.  No. 
144,  65th  Cong.),  except  as  to  honorably  discharged  soldiers  who 
served  in  U.  S.  Armies  prior  to  January  1,  1900.  (See  sub- 
division 7,  p.  6 :  sec.  2,  p.  27.) 

ALIENS  HONORABLY  DISCHARGED  FROM  SERVICE  IN  NAVY  OR 

MARINE  CORPS 

[Act  of  July  26,  1894  (28  Stat.  L.,  p.  124),  Repealed  by  act  of 
May  9,    1918    (Pub.    No.    144,    65th   Cong.)] 

(See  subdivision  7,  p.  6  ;  also  p.  28) 

ALIENS  HONORABLY  DISCHARGED  FROM  SERVICE  IN  NAVY, 
MARINE  CORPS,  REVENUE  CUTTER  SER^^CE  OR  NAVAL  AUXIL- 
IARY SERVICE 

[Act  of  June  30.  1914  (38  ,Stat.  L.  pt.  1,  p.  395.) 

Repealed  by  act  of  May  9,  1918  (Pub.  No.  144,  65th  Cong.)] 

(See  subdivision  7,  p.  6;  also  p.  28.) 

ALIENS  HONORABLY  DISCHARGED  FROM  MILITARY  OR  NAVAL 
FORCES  OF  THE  UNITED  STATES  AFTER  SERVICE  DURING  THE 
PRESENT  WAR 

(Public.  No.  2,  66th  Cong.,  approved  July  19,  1919.) 
Any  pei^on  of  foreign  birth  who  served  in  the  military  or  naval 
forces  of  the  United  States  during  the  present  war,  after  final  ex- 
amination and  acceptance  by  the  said  military  or  naval  authori- 
ties, and  shall  have  l>een  honorably  discharged  after  such  accept- 
ance and  service,  shall  have  the  benefits  of  the  seventh  subdivisi-m 


4200  Naturalization  Laws  and  Regulations 

of  section  4,  of  the  Act  of  June  29,  1906,  34  Statutes  at  Large, 
part  1,  page  596,  as  amended,  and  shall  not  be  required  to  pay 
any  fee  therefor ;  and  this  provision  shall  continue  for  the  period 
of  one  year  after  all  of  the  American  troops  are  returned  to  the 
United  States. 

ALIENS    WHO    ERRONEOUSLY    BELIEVED    THEMSELVES     CITIZENS 
EXEMPT  FROM  CERTAIN  FORMALITIES 

(Act  of  June  25,  1910.) 
Section  3,  36  Stat.  L.,  pt.  1,  p.  830,     This  section  repealed  by 
act  of  May  9,  1918  (Pub.  l\o.  144,  65th  Cong.) 

(See  subdivision  10,  p.  9;  also  p.  28.) 

PROVIDING  FOR  NATURALIZATION  OF  WIFE  AND  MINOR  CHILDREN 
OF  INSANE  ALIENS  MAKING  HOMESTEAD  ENTRIES  UNDER  LAND 
LAWS  OF  THE  UNITED  STATES 

(Act  of  February  24,  1911.) 
Be  it  enacted  by  the  Senate  and  House  of  Eepresentatives  of 
the  L^nited  States  of  America  in  Congress  assembled,  That  when 
any  alien,  who  has  declared  his  intention  to  become  a  citizen  of 
the  United  States,  becomes  insane  before  he  is  actually  natural- 
ized, and  his  wife  shall  thereafter  make  a  homestead  entry  under 
the  land  laws  of  .the  United  States,  she  and  their  minor  children 
may,  by  complying  with  the  other  provisions  of  the  naturalization 
laws,  be  naturalized  without  making  any  declaration  of  intention. 
(36  Stat.  L.,  ])t.  1,  p.  929). 

NA TTRAI.TZATION  OF  DESERTERS  OR  PERSONS  WHO  GO  ABROAD  TO 

AVOID  DRAFT  PROHIBITED 

(Act  of  August  22,  1912.) 

Section  3954.  (Amending  Section  1998,  U.  S.  R.  S.)  Every 
person  who  hereafter  deserts  the  military  or  naval  service  of  the 
United  States,  or  who,  being  enrolled  departs  the  jurisdiction 
of  the  district  in  which  he  is  enrolled,  or  goes  beyond  the  limits  of 
the  United  States,  with  intent  to  avoid  anv  draft  into  the  military 
or  naval  service,  lawfully  ordered,  shall  be  liable  to  all  the  penal- 
ties and  forfeitures  of  section  1996  of  the  Revised  Statutes;  Pro- 
vided, That  the  provisions  of  this  section  and  said  section  1996 
(infra)  shall  not  apply  to  any  person  hereafter  deserting  the  mili- 
tary or  naval  service  of  the  Tnited  States  in  time  of  peace.  .  .  . 
(4"Comp.  Stat.  1916,  p.  ^828.) 


Naturalizatiois^  Laws  asd  Kegulations  4201 

(Act  of  March  3,  1865.) 
Section  1996.  All  persons  who  deserted  the  military  or  naval 
service  of  the  United  States  and  did  not  return  thereto  or  report 
themselves  to  a  provost  marshal  within  sixty  days  after  the  issu- 
a^nce  of  the  proclamation  by  the  President,  dated  the  llth  day 
of  March,  1865,  are  deemed  to  have  voluntarily  relinquished  and 
forfeited  their  rights  of  citizenship,  as  well  as  their  right  to  he- 
come  citizens;  and  such  deserters  shall  be  forever  incapable  of 
holding  any  office  of  trust  or  profit  under  the  United  States,  or 
of  exercising  any  rights  of  citizens  thereof.  (R.  S.  1878,  p. 
350:  1  Comp.  Stat.  1901,  p.  1269.) 

DEBARRIN"G  FROM  XATURALIZATIOX  CERTAIN  ALIEN'S  WHO  MAY 
WITHDRAW  THEIR  DECLARATIONS  OF  INTENTION  TO  AVOID 
MILITARY    SERVICE 

(Act  of  July  9.  1918.) 
Provided,  That  a  citizen  or  subject  of  a  country 
neutral  in  the  present  war  who  has  declared  his  intention  to  be- 
come a  citizen  of  the  United  States  shall  be  relieved  from  liability 
to  military  service  upon  his  making  a  declaration,  in  accordance 
with  such  regulations  as  the  President  may  prescribe,  withdraw- 
ing his  intention  to  become  a  citizen  of  the  United  States,  which 
shall  operate  and  be  held  to  cancel  his  declaration  of  intention  to 
become  an  American  citizen,  and  he  shall  forever  be  debarred 
from  becoming  a  citizen  of  the  United  S'tates.  .  .  .  (40 
Stat.  L.,  pt.  1,  p.  885.) 

RELATING   TO   SECTION    l^i   OF   THE   ACT   OF   JUNE   29,   1906,   AS 

AMENDED  JUNE  25,   1910 

(Act  of  June  12,  1917.) 

.  .  .  Provided,  That  the  whole  amount  allowed  for  a  fiscal 
year  to  the  clerk  of  a  court  and  his  assistants  from  naturalization 
fees  and  this  appropriation  or  any  similar  appropriation  made 
hereafter  shall  be  based  upon  and  not  exceed  the  one-half  of  the 
gross  receipts  of  said  clerk  from  naturalization  fees  during  the 
fiscal  year  immediately  preceding,  unless  the  naturalization  busi- 
ness of  the  clerk  of  any  court  during  the  year  shall  be  in  excess 
of  the  naturalization  business  of  the  preceding  year,  in  which 
event  the  amount  allowed  may  be  increased  to  an  amount  equal 
to  one-half  the  estimated  gross  receipts  of  the  said  clerk  from 
naturalization  fees  during  the  current  fiscal  y'3ar;  .  .  .  (40 
Stat.  L.,  pt.  1,  p.  171.) 


4202  Natikauzatiox  Laws  and  Ivkgulations 

OFFICIAL  MAIL  TO  BE  FORWARDED  BY  CLERKS  OF  COURTS  TO 
BUREAU  FREE  OF  POSTAGE,  AND  BY  REGISTERED  MAIL  IF 
NECESSARY 

(Act  of  October  6,  1917.) 

.  .  .  That  all  mail  matter,  of  whatever  class,  relating  to 
naturalization,  including  duplicate  papers  required  by  law  or 
regulation  to  be  sent  to  the  Bureau  of  Naturalization  by  clerks 
of  State  or  Federal  courts,  addressed  to  the  Department  of  Labor, 
or  the  Bureau  of  Xaturalization,  or  to  any  official  thereof,  and 
indorsed  "'  Official  Business,"  shall  be  transmitted  free  of  posta'^e, 
and  by  registered  mail  if  necessary,  and  so  marked:  Provided, 
further,  That  if  any  person  shall  make  use  of  such  indorsement  to 
avoid  payment  of  postage  or  registry  fee  on  his  or  her  private 
letter,  package,  or  other  matter  in  the  mail,  the  person  so  offend- 
ing shall  be  guilty  of  a  misdemeanor  and  subject  to  a  fine  of  $300, 
to  be  prosecuted  in  any  court  of  competent  jurisdiction. 

fPub.  Laws,  65th  Cong.,  1st  sess.,  1917,  p.  376.  Postal  Laws 
and  Regs.,  sec.  878,  par.  Si/o,  and  sec.  498,  par.  2.) 

VALIDATIXG  CERTAIN"  CERTIFICATES  OF  XATURALIZATION  WHERE 
DECLARATIONS  WERE   FILED  PRIOR  TO   SEPTEMBER  27,   1906 

(Act  of  May  9,   1918.) 

Section  3.  That  all  certificates  of  naturalization  granted  by 
courts  of  competent  jurisdiction  prior  to  December  thirty-first, 
nineteen  hundred  and  eighteen,  upon  petitions  for  naturalization 
filed  prior  to  January  thirty-first,  nineteen  hundred  and  eighteen, 
upon  declarations  of  intention  filed  prior  to  September  twenty- 
seventh,  nineteen  hundred  and  six,  are  hereby  declared  to  be 
valid  in  so  far  as  the  declaration  of  intention  is  concerned,  but 
shall  not  be  bv  this  act  further  validated  or  les-alized. 

AN  ACT  TO  CODIFY,  REVISE,  AND  AMEND  THE  PENAL  LAWS  OF  THE 

UNITED    STATES 

(Act  of  :\rarch  4,   1909.) 

(The  following  sections  repealed  sees.  16,  17  and  19  of  the  act 
of  June  29,  1906.) 

Section  74.  Whoever  shall  falsely  make,  forge,  or  counterfeit, 
or  cause  or  proe-ure  to  be  falsely  made,  forged,  or  counterfeited, 
or  shall  knowingly  aid  or  assist  in  falsely  making,  forging,  or 
counterfeiting  any  certificate  of  citizenship,  with  intent  to  use 
the  same,  or  with  the  intent  that  the  same  may  be  used  by  som-  ■ 


Naturalization  Laws  and  Eegulations  4203 

other  person,  shall  be  fined  not  more  than  ten  thousand  dollars, 
or  imprisoned  not  more  than  ten  years,  or  both. 

Section  75.  \Mioever  shall  engrave,  or  cause  or  procure  to  be 
engraved,  or  assist  in  engraving,  any  plate  in  the  likeness  of  any 
plate  designed  for  the  printing  of  a  certificate  of  citizenship ;  or 
whoever  shall  sell  any  such  plate,  or  shall  bring  into  the  United 
States  from  any  foreign  place  any  such  plate,  except  under  the 
direction  of  the  Secretary  of  Labor  or  other  proper  officer,  or 
whoever  shall  have  in  his  control,  custody,  or  possession  any 
metallic  plate  engraved  after  the  similitude  of  any  plate  from 
which  any  such  certificate  has  been  printed,  with  intent  to  use 
or  to  suffer  such  plate  to  be  used  in  forging  or  counterfeiting  any 
such  certificate  or  any  part  thereof ;  or  whoever  shall  print,  photo- 
graph, or  in  any  maimer  cause  to  be  printed,  photographed,  made, 
or  executed  any  print  or  impression  in  the  likeness  of  any  such 
certificate,  or  any  part  threof ;  or  whoever  shall  sell  any  such  cer- 
tificate, or  shall  bring  the  same  into  the  United  States  from  any 
foreign  place,  except  by  direction  of  some  proper  officer  of  the 
United  States;  or  whoever  shall  have  in  his  possession  a  dis- 
tinctive paper  which  has  been  adopted  by  the  proper  officer  of 
the  United  States  for  the  printing  of  such  certificate,  with  intent 
unlawfully  to  use  the  same,  shall  be  fined  not  more  than  ten  thou- 
sand dollars,  or  imprisoned  not  more  than  ten  years,  or  both. 

Section  76.  Whoever,  when  applying  to  be  admitted  a  citizen, 
or  when  appearing  as  a  witness  for  any  such  person,  shall  know- 
ingly personate  any  person  other  than  himself,  or  shall  falsely 
appear  in  the  name  of  a  deceased  person,  or  in  an  assumed  or 
fictitious  name ;  or  whoever  shall  falsely  make,  forge,  or  counter- 
feit, any  oath,  notice,  affidavit,  certificate,  order,  record,  signature, 
or  other  instrument,  paper,  or  proceeding  required  above  specified ; 
or  whoever  shall  sell  or  dispose  of  to  any  person  other  than  the  per- 
son for  whom  it  was  originally  issued  any  certificate  of  citizenship 
or  certificate  showing  any  person  to  be  admitted  a  citizen,  shall 
be  fined  not  more  than  one  thousand  dollars,  or  imprisoned  not 
more  than  five  years,  or  both. 

Section  77.  Whoever  shall  use  or  attempt  to  use,  or  shall  aid, 
assist,  or  participate  in  the  use  of  any  certificate  of  citizenship, 
knowing  the  same  to  be  forged,  counterfeit,  or  antedated,  or 
knowing  the  same  to  have  been  procured  by  fraud  or  otherwise 
unlawfully  obtained ;  or  whoever,  without  lawful  excuse,  shall 
knowingly   possess   any   false,   forged,    antedated,   or  counterfeit 


4204  ISTatukalization  Laws  and  Regulations 

certificate  of  citizenship  purporting  to  have  been  issued  under 
any  law  of  the  United  States  relating  to  naturalization  knowing 
such  certificate  to  be  false,  forged,  antedated,  or  counterfeit,  with 
the  intent  unlawfully  to  use  the  same;  or  whoever  shall  obtain, 
accept,  or  receive  any  certificate  of  citizenship,  knowing  the 
same  to  have  been  procured  by  fraud  or  by  the  use  or  means  of 
any  false  name  or  statement  given  or  made  with  the  intent  to 
procure,  or  to  aid  in  procuring,  tlie  issuance  of  such  certificate, 
or  knowing  the  same  to  have  been  fraudulently  altered  or  ante- 
dated; or  whoever,  without  lawful  excuse,  shall  have  in  his  pos- 
session any  blank  certificate  of  citizenship  provided  by  the  Bureau 
of  Naturalization  with  the  intent  unlawfully  to  use  the  same ;  or 
whoever,  after  having  been  admitted  to  be  a  citizen,  shall,  on  oath 
or  by  afiidavit,  knowingly  deny  that  he  has  been  so  admitted,  with 
the  intent  to  evade  or  avoid  any  duty  or  liability  imposed  or 
required  by  law,  shall  be  fined  not  more  than  one  thousand  dollars, 
or  imprisoned  not  more  than  five  years,  or  both. 

Section  78.  Whoever  shall  in  any  manner  use,  for  the  purpose 
of  registering  as  a  voter,  or  as  evidence  of  a  right  to  vote,  or  other- 
wise unlawfully,  any  order,  certificate  of  citizenship,  or  certificate, 
judgment,  or  exemplification,  showing  any  person  to  be  admitted 
to  be  a  citizen,  whether  heretofore  or  hereafter  issued  or  made, 
knowing  that  such  order,  certificate,  judgment  or  exemplification 
has  been  unlawfully  issued  or  made ;  or  whoever  shall  unlawfully 
use,  or  attempt  to  use,  any  such  order  or  certificate,  issued  to  or 
in  the  name  of  any  other  person,  or  in  a  fictitious  name,  or  the 
name  of  a  deceased  person,  shall  be  fined  not  more  than  one  thou- 
sand dollars,  or  imprisoned  not  more  than  five  years,  or  both. 

Section  79.  Whoever  shall  knowingly  use  any  certificate  of 
naturalization  heretofore  or  which  hereafter  may  be  granted  by 
any  court,  which  has  been  or  may  be  procured  through  fraud  or 
by  false  evidence,  or  which  has  been  or  may  hereafter  be  issued 
by  the  clerk  or  any  other  officer  of  the  court  without  any  appear- 
ance and  hearing  of  the  ap])licant  in  court  and  without  lawful 
authority ;  or  whoever,  for  any  fraudulent  purpose  whatever,  shall 
falsely  represent  himself  to  be  a  citizen  of  the  United  States 
without  having  been  duly  admitted  to  citizenship,  shall  be  fined 
not  more  than  one  thousand  dollars,  or  imprisoned  not  more  than 
two  years,  or  both. 

Section  80.  Whoever,  in  any  proceeding  under  or  by  virtue  of 
any  law  relating  to  the  naturalization  of  aliens,  shall  knowingly 


!^ATUBALIZATI(>^■   LaWS  AND  REGULATIONS  4205 

swear  falsely  in  any  case  where  an  oath  is  made  or  affidavit  taken, 
shall  be  fined  not  more  than  one  thousand  dollars  and  imprisoned 
not  more  than  five  vears. 

Section  81.  The  provisions  of  the  five  sections  last  preceding 
shall  apply  to  all  proceedings  had  or  taken,  or  attempted  to  be  had 
or  taken,  before  any  court  in  which  any  proceeding  for  naturaliza- 
tion may  be  commenced  or  attempted  to  be  commenced,  and 
whether  such  court  was  vested  by  law  with  jurisdiction  in 
naturalization  proceedings  or  not.     (35  Stat.  L.  pt.  1,  p.  1102.) 

(By  the  terms  of  section  341  of  the  act  referred  to  above,  the 
foregoing  sections  specifically  repealed  sections  5395,  5424,  5425, 
5426,  5428,  and  5429  of  the  Revised  Statutes  of  the  United  States, 
as  well  as  sections  16,  17,  and  19  of  the  act  of  June  29,  1906, 
34  Stat.  L.  pt.  1,  p.  59-6.) 

LAWS  REPEALED  BY  THE  ACT  OF  MAY  9,  1918 

The  Act  of  May  9,  1918,  Public-  Xo.  144,  Sixty-fifth  CongTess, 
contained  the  following  provisions:) 

Section  2.  *  *  *  That  all  acts  or  parts  of  acts  inconsistent 
with  or  repugnant  to  the  provisions  of  this  act  are  hereby  repealed; 
but  nothing  in  this  act  shall  repeal  or  in  any  way  enlarge  section 
twenty-one  hundred  and  sixty-nine  of  the  Revised  Statutes,  except 
as  specified  in  the  seventh  subdivision  of  this  act  and  under  the 
limitation  therein  defined.  Provided,  That  for  the  purposes  of 
the  prosecution  of  all  crimes  and  offenses  against  the  naturaliza- 
tion laws  of  the  United  States  which  may  have  been  committed 
prior  to  this  act  the  statutes  and  laws  hereby  repealed  shall 
remain  in  full  force  and  efl'eet:  Provided  further,  That  as  to  all 
aliens  who,  prior  to  January  first,  nineteen  hundred,  served  in  the 
Armies  of  the  United  States  and  were  honorably  discharged  there- 
from, section  twentv-one  hundred  and  sixtv-six  of  the  Revised 
Statutes  of  the  United  States  shall  be  and  remain  in  full  force 
and  efi^ect,  anything  in  this  act  to  the  contrary  notwithstanding. 

(And  specifically  repealed  the  following:  Sections  2166,  2171, 
2174,  United  States  Revised  Statutes;  and  so  much  of  an  act 
approved  June  26,  1894,  entitled  "An  act  making  provisions  for 
the  naval  service  for  the  fiscal  year  ending  June  30,  1895,  and 
for  other  purposes  (28  Stat.  L.  p.  124),  as  relates  to  naturaliza- 
tion; and  so  much  of  an  act  approved  June  30,  1914,  entitled 
"An  act  making  appropriations  for  the  naval  service  for  the 
fiscal  year  ending  June  30,   1915,   and  for  other  purposes   (38 


4206  Natubalization  Laws  and  Regulations 

Stat.  L.,  pt.  1,  p.  392),  as  relates  to  naturalization;  and  so  much 
of  section  3  of  an  act  approved  June  25,  1910  (36  Stat.  L.  pt. 
1,  p.  830),  as  relates  to  naturalization;  and  Public  Act,  No.  55, 
Sixtv-fifth  CongTess,  approved  October  5,  1917.) 

CITIZENSHIP 

(In  regard  to  the  acquisition  of  citizenship  by  means  other  than 

naturalization,  see  also  sees.  1992  and  1905  of  the  United  States 

Revised  Statutes.) 

CITIZENSHIP    BY   BIRTH 

Section  1.  All  persons  born  or  naturalized  in  the  United  States, 
and  subject  to  the  jurisdiction  thereof,  are  citizens  of  the  United 
States  and  of  the  State  wherein  they  reside.  *  *  *  (Con- 
stitution, Art.  XIV.) 

CITIZENSHIP  OF   CHILDREN  BORN  ABROAD   OF   CITIZENS 

(Act  of  February  10,  1855,  amending  act  of  April  14,  1802.) 

Section  19'93.  All  children  heretofore  born  or  hereafter  born 
out  of  the  limits  and  jurisdiction  of  the  United  States,  whose 
fathers  were  or  may  be  at  the  time  of  their  birth  citizens  thereof, 
are  declared  to  be  citizens  of  the  United  States;  but  the  rights 
of  citizenship  shall  not  descend  to  children  whose  fathers  never 
resided  in  the  United  States.  (R.  S.  1878,  p.  350;  1  Comp.  Stat. 
1901,  p.  1268.) 

CITIZENSHIP  OF  WOMEN  BY  MARRIAGE 

(Act  of  February  10,  1855.) 
Section  1994.    Any  woman  who  is  now  or  may  hereafter  be 
married  to  a  citizen  of  the  United  States,  and  who  might  herself 
be  lawfully  naturalized,  shall  be  deemed  a  citizen.     (R.  S.  1878, 
p.  350;  1  Comp.  Stat.  1901,  p.  1268.) 

CHILDREN  OF  PERSONS  NATURALIZED  UNDER  CERTAIN  LAWS  TO 

BE   CITIZENS 

(Act  of  April  14,  1802.) 

Section  2172.  The  children  of  persons  who  have  been  duly 
naturalized  under  any  law  of  the  United  States,  or  who,  previous 
to  the  passing  of  any  law  on  that  subject  by  the  Government  of 
the  United  States,  may  have  become  citizens  of  any  one  of  the 
States,  under  the  laws  thereof,  being  under  the  age  of  twenty-one 
years  at  the  time  of  the  naturalization  of  their  parents,  shall,  if 
dwelling  in  the  Tlnited  States,  be  considered  as  citizens  thereof; 
and  the  children  of  persons  who  now  are,  or  have  been,  citizens 


Naturalization  Laws  and  Rkoulations  4207 

of  the  United  States,  shall  though  born  out  of  the  limits  and  juris- 
diction of  the  United  States,  be  considered  as  citizens  thereof; 
hut  no  person  heretofore  proscribed  by  any  State,  or  who  has  been 
legally  convicted  of  having  joined  the  army  of  Great  Britain 
during  the  Revolutionary  War,  shall  be  admitted  to  become  a 
citizen  without  the  consent  of  the  legislature  of  the  state  in  which 
such  person  was  proscribed.  (R.  S.  1878;  p.  380';  1  Comp.  Stat. 
1901,  p.  1334.) 

EXPATRIATION  OF  CITIZENS  AND  THEIR  PROTECTION  ABROAD 

(Act  of  March  2,   1907.) 

Section  1.  (Repealed  by  sec.  5  of  Public  Act,  No.  238,  66th 
Cong.) 

Section  2.  That  any  American  citizen  stall  be  deemed  to  have 
expatriated  himself  when  he  has  been  naturalized  in  any  foreign 
State  in  conformity  with  its  laws,  or  when  he  has  taken  an  oath 
of  allegiance  to  any  foreign  State. 

When  anv  naturalized  citizen  shall  have  resided  for  two  years 
in  the  foreign  State  from  which  he  came,  or  for  five  years  in  any 
other  foreign  State,  it  shall  be  presumed  that  he  has  ceased  to  be 
an  American  citizen,  and  the  place  of  his  general  abode  shall  be 
deemed  his  place  of  residence  during  said  years:  Provided,  how- 
ever, That  such  presumption  may  be  overcome  on  the  presentation 
of  satisfactory  evidence  to  a  diplomatic  or  consular  officer  of  the 
United  States,  under  such  rules  and  regulations  as  the  Depart- 
ment of  State  may  prescribe ;  And  provided  also,  That  no  Ameri- 
can citizen  shall  be  allowed  to  expatriate  himself  when  this 
country  is  at  war. 

Section  3.  That  any  American  woman  who  marries  a  foreigner 
shall  take  the  nationality  of  her  husband.  At  the  termination  of 
the  marital  relation  she  may  lesume  her  American  citizenship, 
if  abroad,  by  registering  as  an  American  citizen  within  one  year 
with  a  consul  of  the  United  States,  or  by  returning  to  reside  in 
the  United  States,  or  if  residing  in  the  United  States  at  the 
termination  of  the  marital  relation,  by  continuing  to  reside  therein. 

Section  4.  That  any  foreign  woman  who  acquires  American 
citizenship  by  marriage  to  an  American  shall  be  assumed  to  retain 
the  same  after  the  termination  of  the  marital  relation  if  she  con- 
tinue to  reside  in  the  United  States,  unless  she  makes  formal 
renunciation  thereof  before  a  court  having  jurisdiction  to 
naturalize  aliens,  or  if  she  resides  abroad  she  may  retain  her 


4208  Naturalization  Laws  and  Regulations 

citizenship  by  registering  as  such  before  a  United  States  consul 
within  one  year  after  the  termination  of  such  marital  relation. 

Section  5.  That  a  child  born,  without  the  United  States  of  alien 
parents  shall  be  deemed  a  citizen  of  the  United  States  by  virtue  of 
the  naturalization  of  or  resumption  of  American  citizenship  by  the 
parent :  Provided.  That  such  naturalization  or  resumption  takes 
place  during  the  minority  of  such  child:  And  provided  further, 
That  the  citizenship  of  such  minor  child  shall  begin  at  the  time 
such  minor  child  begins  to  reside  permanently  in  the  United  States. 

Section  6.  That  all  children  born  outside  the  limits  of  the  United 
States  who  are  citizens  thereof  in  accordance  with  the  provisions 
of  section  nineteen  hundred  and  ninetv-three  of  the  Revised  Stat- 
utes  of  the  United  States  and  who  continue  to  reside  outside  the 
United  States  shall,  in  order  to  receive  the  protection  of  this 
Government,  be  required  upon  reaching  the  age  of  eighteen  years 
to  record  at  an  American  consulate  their  intention  to  become  resi- 
dents and  remain  citizens  of  the  United  States  and  shall  be  fur- 
ther required  to  take  the  oath  of  allegiance  to  the  United  States 
upon  attaining  their  majority. 

Section  7.  That  duplicates  of  any  evidence,  registration,  or 
other  acts  required  by  this  act  shall  be  filed  with  the  Department 
of  State  for  record.     (34  Stat.  L..  pt.  1.  p.  1228.) 

PORTO   RICAN   CITIZENSHIP 
(Act  of  April  12.  1900.) 

Section  7.  That  all  inhabitants  continuing  to  reside  therein 
who  were  Spanish  subjects  on  the  eleventh  day  of  April,  eighteen 
hundred  and  ninetv-nine.  and  then  resided  in  Porto  Rico,  and 
their  children  born  subsequent  thereto,  shall  be  deemed  and  held 
to  be  citizens  of  Porto  Rico,  and  as  such  entitled  to  the  protection 
of  the  United  States,  except  such  as  shall  have  elected  to  preserve 
their  allegiance  to  the  Crown  of  Spain  on  or  before  the  eleventh 
day  of  April,  nineteen  hundred,  in  accordance  with  the  provisions 
of  the  treaty  of  peace  between  the  United  States  and  Spain  entered 
into  on  the  eleventh  dav  April,  eighteen  hundred  and  ninetv-nine; 
*     *     *     (31  Stat.  L.,'79.) 

PORTO    RICO:     CITIZENSHIP,    NATURALIZATION,    AND    RESIDENCE 

(Act  of  March  2,  1917.) 

Section  5.  That  all  citizens  of  Porto  Rico,  as  defined  by  section 
seven  of  the  act  of  April  twelfth,  nineteen  hundred,  "tempo- 
rarily to  provide  revenues  and  a  civil  government  for  Porto  Rico, 


Xatuealizatiox  Laws  and  Regulations  4209 

and  for  other  purposes,"  and  all  natives  of  Porto  Rico  who  were 
temporarily  ahsent  from  that  island  on  April  eleventh,  eighteen 
hundred  and  ninety-nine,  and  haA'e  since  returned  and  are  per- 
manently residing  in  that  island,  and  are  not  citizens  of  any 
foreign  country,  are  hereby  declared,  and  shall  be  deemed  and 
held  to  be,  citizens  of  the  United  States:  Provided,  That  any 
person  hereinbefore  described  may  retain  his  present  political 
status  by  making  a  declaration,  under  oath,  of  his  decision  to  do 
so  within  six  months  of  the  taking  effect  of  this  act  before  the 
district  court  in  the  district  in  which  he  resides,  the  declaration 
to  be  in  form  as  follows: 

"  I. .  being  duly  sworn,  hereby  declare  my  inten- 
tion not  to  become  a  citizen  of  the  United  States  as  provided  in 
the  act  of  Congress  conferring  United  States  citizenship  upon 
citizens  of  Porto  Rico  and  certain  natives  permanently  residing 
in  said  island." 

In  the  case  of  any  such  person  who  may  be  absent  from  the 
island  during  said  six  months  the  term  of  this  proviso  may  be 
availed  of  by  transmitting  a  declaration,  under  oath,  in  the  form 
herein  provided  within  six  months  of  the  taking  effect  of  this 
act  to  the  executive  secretary  of  Porto  Rico;  And  provided  fur- 
ther. That  any  person  who  is  born  in  Porto  Rico  of  an  alien  par- 
ent and  is  permanently  residing  in  that  island  may,  if  of  full 
age,  within  six  months  of  the  taking  effect  of  this  act,  or  if  a 
minor,  upon  reaching  his  majority  or  within  one  year  thereafter, 
make  a  sworn  declaration  of  allegiance  to  the  United  States  before 
the  United  States  District  Court  for  Porto  Rico,  setting  forth 
therein  all  the  facts  connected  with  his  or  her  birth  and  residence 
in  Porto  Rico  and  accompanying  due  proof  thereof,  and  from  and 
after  the  making  of  such  declaration  shall  be  considered  to  be  a 
citizen  of  the  United  States. 

Section  41.  That  Porto  Rico  shall  constitute  a  judicial  dis- 
trict to  be  called  "  the  district  of  Porto  Rico."  *  *  *  The  dis- 
trict court  for  said  district  shall  be  called  "  the  District  Court  of 
the  United  States  for  Porto  Rico.''  ^  ""  *  said  district  court 
shall  have  jurisdiction  for  the  naturalization  of  aliens  and  Porto 
Ricans,  and  for  this  purpose  residence  in  Porto  Rico  shall  be 
counted  in  the  same  manner  as  residence  elsewhere  in  the  United 
States.    *    *    *     (39  Stat.  L.  965.) 


4210  Naturalization  Laws  ai^d  Regulations 

GRANTING    CITIZENSHIP    TO    CERTAIN    INDIANS 

(Received  by  the  President,  Oct.  25,  1919 ;  has  become  a  law 
without  his  approval.) 

Be  it  enacted  hy  the  Senate  and  House  of  Representatives  of 
the  United  States  of  America  in  Congress  assembled: 

That  everv  American  Indian  who  ser\'ed  in  the  Military  or 
!Raval  establishments  of  the  United  States  during  the  war  against 
the  Imperial  German  Government,  and  who  has  received  or  who 
shall  hereafter  receive  an  honorable  discharge,  if  not  now  a  citizen 
and  if  he  so  desires,  shall,  on  proof  of  such  discharge  and  after 
proper  identification  before  a  court  of  competent  jurisdiction,  and 
without  other  examination  except  as  prescribed  by  said  court,  be 
granted  full  citizenship  with  all  the  privileges  pertaining  thereto, 
without  in  any  manner  impairing  or  othei-wise  affecting  the  prop- 
erty rights,  individual  or  tribal,  of  any  such  Indian  or  his  inter- 
est in  tribal  or  other  Indian  property.  (Public  Laws,  No.  75, 
66th  Cong.) 


The  undersigned,  being  all  of  the  members  of  the  Committee 
appointed  pursuant  to  the  concurrent  resolution  of  the  Senate  and 
Assembly  of  the  State  of  New  York,  authorizing  an  investigation 
of  seditious  activities  in  said  State,  do  hereby  certify  that  the  fore- 
going report  is  the  unanimous  finding  of  the  said  Committee. 

(Signed)      Clayton   R.   Lusk,    Chairman. 

Louis  M.  ]\Iartin.   Vice-Chairman. 

John  J.   Boylan, 

Daniel  J.  Carroll, 

John  B.  Mull  an, 

Frederick  S.  Bi  rb, 

Edmund  B.  Jenks, 

Peter  P.  McElligott, 

William  W.  '  Pellet. 
April  24.  1920. 


ADDENDUM 


PART  TWO 


CONSTRUCTIVE  MEASURES 


[4211] 


SECTION  I 


PROTECTIVE  GOVERNMENTAL  MEASURES 

Note  on  Chapter  I.     Trade  Relations   With,  and  Recognition  of 

Soviet    Russia 4215 


[4213] 


NOTE  ON  CHAPTER  I 
Trade  Relations  With,  and  Recognition  of  Soviet  Russia 

Since  the  filing  of  this  report,  much  pressure  has  been  brought 
to  bear  upon  our  Government  to  open  trade  relations  with  Soviet 
Russia,  having  as  the  objective  ultimate  recognition  of  the  Soviet 
Regime.  The  same  forces  which  have  been  at  work  previously 
are  still  engaged  in  bringing  pressure  to  bear  upon  our  public 
officials,  but  additional  impetus  has  been  given  to  their  activity- 
through  the  apparent  willingness  of  Great  Britain  to  enter  into 
negotiations  with  Krassin  and  the  Soviet  Regime,  looking  toward 
unrestricted  trade  relations  with  ultimate  recognition. 

It  may  be  well  to  note  in  passing  that  certain  considerations 
which  do  not  affect  the  United  States  have  influenced  materiallv 
the  policy  of  Lloyd  George.  It  is  apparent  that  he  has  recognized 
the  power  exerted  by  Soviet  Russia  in  Asia  through  the  spread  of 
Communist  propaganda  in  Persia,  Afghanistan,  and  India. 
There  is  also  increasing  pressure  on  the  part  of  British  labor, 
which  seems  to  have  fallen  under  the  spell  of  Communist  philoso- 
phy. The  third  influence  comes  from  certain  groups  of  business 
interests  who  think  they  see  in  the  vast  resources  of  the  old  Russian 
Empire  an  opportunity  for  financial  gain. 

France,  on  the  other  hand,  has  remained  firm  in  her  position 
to  refrain  from  trading  with  or  recognizing  in  any  way  the  Rus- 
sian Soviet  Regime.  (At  the  close  of  this  note  will  be  found  the 
text  of  a  communication  from  Premier  Millerand,  the  French 
Charge  d' Affaires  in  Washington,  Document  I,  which  outlines  the 
French  attitude  on  this  question,  and  which  was  elicited  by  the 
statement  of  the  American  position  by  Mr.  Colby  in  his  note  to 
the  Italian  Ambassador  on  Augnist  10,  1920.  The  text  of  the 
Colby  note  will  be  found  in  the  Addendum  to  Part  1  of  this  report, 
in  the  note  on  Chapter  III  of  subsection  I  of  Section  II.  The 
text  of  the  draft  of  the  protocol  being  discussed  between  the  British 
Government  and  the  Soviet  mission  in  London  is  given  in  full  at 
the  close  of  this  note,  as  Document  II. 

[4215] 


4216  Protective  Goverxmental  Measures 

This  Committee  has  not  changed  its  position  with  respect  to 
its  belief  that  the  interests  of  the  United  States,  as  well  as_^  those 
of  all  Western  democracies,  require  a  firm  attitude  on  the  part  of 
government  officials  to  refuse  recognition  to  the  Soviet  lAeginie, 
or  to  extend  de  facto  recognition  by  means  of  special  trade  agree- 
ments. The  Committee  cannot  in  this  note  enter  into  full  discus- 
sion of  the  reasons  for  its  conclusion,  but  desires  to  point  out  at 
least  one,  which  should  cause  the  financial  groups  now  seeking 
trade  agi'eement  to  hestitate. 

The  Russian  Soviet  Regime  has  expropriated,  without  compen- 
sation, the  private  property  of  its  citizens,  and  now,  as  an  induce- 
ment for  de  facto  recognition  as  well  as  to  secure  needed  raw 
materials  and  supplies,  offers  to  grant  certain  concessions  to 
foreigners  to  exploit  the  natural  resources  of  Russia  and  to  sell 
some  of  its  industries  to  foreign  capital. 

The  effect  of  the  acceptance  of  such  a  proposal  would  be  to 
create  a  condition  wherein  the  citizens  of  that  country  would  be 
deprived  of  all  right  to  private  profit,  while  aliens  enjoyed  exten- 
sive rights  of  exploitation.  Such  a  proposition  could  be  put 
forward  by  the  Soviet  Regime  only  as  a  temporary  expedient,  on 
the  theory  that  the  propaganda  of  world  revolution,  carried  on 
by  the  Communist  International  will,  within  a  reasonable  time, 
result  in  the  destruction  of  property  rights  in  foreign  countries. 
This  Committee  believes  that  no  government  is  strong  enough 
to  prevent  its  citizens  from  making  profit  while  throwing  the 
country  open  to  foreign  exploitation.  Either  that  government 
would  fall  through  the  revolt  of  its  own  citizens  or  it  would 
be  necessary  for  it  to  re-expropriate  foreign  investment  in  order 
to  maintain  its  existence.  In  either  case  it  is  apparent  that 
no  sane  business  interests  can  afford  to  jeopardize  their  capital  in 
so  hazardous  an  enterprise. 

It  is  also  apparent  that  the  Soviet  Regime,  which  now  has 
a  monopoly  of  trade,  must  assume  the  private  obligations  of  the 
industries  which  it  has  expropriated  as  well  as  the  public  debt 
to  foreign  citizens  or  subjects.  It  therefore  makes  no  difference 
whether  the  gold  which  the  Russian  Soviet  Regime  offers  in  pay- 
ment for  foreign  goods  at  the  present  time  is  gold  which  was  in 
the  former  Russian  Government's  treasurv,  or  whether  it  is  the 
Roumanian  gold  which  was  deposited  in  Russia  for  safe  keeping, 
or  whether  it  is  the  gold  which  the  Soviets  have  looted  from 
churches,  private  banks  and  individuals —  in  any  case,  it  must  be 


Teade  Relations  and  Recognition  of  Soviet  Russia     4217 

subject  to  attaehment  on  arrival  in  this  counti*y  by  those  of  our 
citizens  who  are  creditors  either  of  the  Russian  Government  or 
of  private  enterprises  in  that  country. 

Recognition  would  result  in  the  legalizing  of  the  seizures  in 
Russia,  and  would  deprive  American  citizens  of  the  right  to 
recover  that  which  is  justly  due  them.  To  grant  such  recognition 
at  the  request  of  business  interests  who  seek  to  profit  from  the 
loot  to  the  exclusion  of  those  who  are  justly  entitled  to  compensa- 
tion, would  be  an  act  which  no  administration  could  justify. 

APPENDIX  TO  NOTE 

Document  I.  Text  of  Communication  of  Premier  Millerand  of  France  to  the 
French  Charge  d'Affairs  in   Washington. 

Document  11.  Draft  of  Trade  Agreement  Between  his  Britannic  Majesty's 
Government   and  the  Russia  Soviet. 

DOCUMENT  I 
Text  of  Communication  of  Premier  Millerand  of  France 
TO  THE  French  Charge  d'Affairs  in  Washington: 

The  Temps  publishes  in  full  the  note  relative  to  Russia  which 
the  Department  of  State  has  handed  to  the  Ambassador  of  Italy 
and  of  which  you  sent  me  a  summary.  I  have  the  satisfaction  to 
state  that  the  Government  of  the  Republic  (of  France)  is  entirely 
in  accord  with  the  Federal  Government  (of  the  United  States) 
upon  the  principles  formulated  in  this  document. 

The  Government  of  the  republic  has  upon  the  present  Govern- 
ment of  Russia  the  same  judgment  as  the  Federal  Government. 
According  to  the  expressions  of  the  American  Secretary  of  State 
it  is  not  in  power  by  the  wish  or  consent  of  any  considerable  part 
of  the  Russian  people.  Representing  a  small  minority  of  the 
nation  it  holds  power  by  force  and  by  deceit.  For  the  two  years 
and  a  half  during  which  it  has  placed  upon  the  country  a  savage 
oppression,  it  has  not  yet  authorized  popular  elections.  On  the 
contrary  it  has  prevented  the  creation  of  a  popular  representative 
government  based  on  universal  suffrage. 

These  facts  have  proved  that  the  present  regime  of  Russia  is 
founded  upon  the  negation  of  all  principles  of  honor  and  good 
faith  and  of  all  usages  and  conventions  which  are  the  basis  of 
relations  between  nations  and  individuals.  The  responsible  chiefs 
of  this  regime  have  often  and  openly  boasted  they  were  ready  to 
sign  treaties  gnd  accords  with  foreign  powers  without  having  the 


4218  Protective  Goveeistmentai,  Measures 

least  intention  of  observing  them;  they  pretend  that  no  contract 
or  accord  concluded  with  the  non-Bolshevist  government  binds 
them  morally. 

Having  proclaimed  this  doctrine  they  have  applied  it.  They 
have  declared  that  by  all  their  means  they  would  provoke  in  other 
countries  revolutionary  movements  in  order  to  establish  Soviets 
there.  Besides,  they  admit  that  they  are  subject  to  the  control 
of  a  political  faction  having  international  ramification  and  they 
boast  that  their  promises  of  non-intervention  would  in  no  case 
bind  the  agents  of  their  organizations. 

All  the  conclusions  of  the  American  Secretary  of  State  are  truth 
itself.  In  consequence  the  Federal  government  finds  it  impossible 
to  recognize  the  present  masters  of  Russia  as  a  government  with 
which  relations  common  to  friendlv  governments  can  be  main- 
tained.  The  Government  of  the  republic  arrives  at  identical  con- 
clusion. We  cannot  have  official  relations  with  a  Government 
which  is  resolved  to  conspire  against  our  institutions,  whose  dip- 
lomats would  be  instigators  of  revolts  and  whose  orators  proclaim 
that  they  will  sign  contracts  with  the  intention  of  not  fulfilling 
them. 

In  perfect  union  with  the  Federal  government  the  French  gov- 
ernment believes  in  the  necessity  of  an  independent  Polish  State, 
and  the  French  people,  like  the  American  people,  desire  ardently 
the  maintenance  of  political  independence  and  the  territorial 
integrity  of  Poland. 

That  is  why  there  is  accord  at  Paris  and  at  Washington  to  en- 
courage all  efforts  made  with  the  view  of  getting  an  armistice 
between  Poland  and  Russia,  but  avoiding  that  the  character 
attributed  to  the  negotiations  should  have  as  a  consequence  recogni- 
tion of  the  Bolshevist  regime  and  dismemberment  of  Russia. 

The  Federal  government,  intei^reter  of  the  sentiment  of  the 
American  people,  desires  to  aid  the  Russian  people  in  the  future, 
for  which  the  United  States  guards  an  unshakable  faith.  The 
Government  of  the  republic  associates  itself  wholly  with  this 
declaration. 

The  French  government  has  never  varied  in  its  wish  to  sustain 
the  principles  so  clearly  formulated  by  the  Government  of  the 
United  States.  It  is  in  this  spirit  that  it  has  decided  to  approve 
the  armistice  conditions  offered  to  Poland  only  if  they  conform  to 
these  principles.  It  is  also  in  this  spirit  that  it  has,  after  careful 
examination,  recognized  a  Russian  government  which  accepts 
the  same  principles. 


Tkade  Relations  and  Eecognition  of  Soviet  Russia     4219 

I  ask  voii  to  make  known  to  the  Government  of  the  United 
States  in  a  communication  to  it  the  present  telegi'am  and  the 
receptions  which  its  declarations  have  had.  The  French  govern- 
ment is  happy  to  declare  one  time  more  the  intimate  harmony  of 
the  sentiments  which  animate  the  French  and  American  people 
when  the  future  of  civilization  is  at  stake. 

DOCUMENT  II 

Text  of  the  Draft 

Draft  Trade  Agreement  Between  His  Britannic  Majesty's  Gov- 
ernment  and   the   Russian  Soviet   Government. 

Whereas  it  is  desirable  in  the  interest  both  of  Russia  and  of 
the  United  King'dom  that  peaceful  trade  and  commerce  should  be 
resumed  forthwith  between  these  countries,  and  whereas  for  this 
purpose  it  is  necessary  pending  the  conclusion  of  a  formal  treaty 
between  the  Governments  of  these  countries,  by  which  their 
permanent  economic  and  political  relations  shall  be  regulated, 
that  a  preliminary  agreement  should  be  arrived  at  between  the 
Government  of  the  United  Kingdom  and  the  Russian  Soviet 
government. 

The  aforesaid  parties  have  accordingly  entered  into  the  follow- 
ing agreement,  without  prejudice  to  the  view  which  either  of 
them  may  hold  as  to  the  legal  status  of  the  other,  and  subject 
always  to  the  fulfilment  of  the  conditions  specified  in  the  British 
note  dated  June  30,  1920,  and  accepted  in  the  telegram  from 
the  Russian  Soviet  government,  dated  July  7,  1920,  with  regard 
to  the  mutual  cessation  of  hostilities  and  propaganda  directed 
against  the  institutions  or  interests  of  the  other  party,  and  the 
repatriation  of  prisoners. 

(1)  Both  parties  agree  to  remove  forthwith  all  obstacles 
hitherto  placed  in  the  way  of  the  resumption  of  trade  between 
the  United  Kingdom  and  Russia  in  any  commodities  (other  than 
arms  and  ammunition)  which  may  be  legally  exported  from  or 
imported  into  their  respective  territories  to  or  from  any  foreign 
country,  and  not  to  exercise  any  discrimination  against  such  trade 
as  compared  with  that  carried  on  with  any  other  foreign  country. 

Xothing  in  this  provision  shall  be  construed  as  overriding  the 
provisions  of  an  international  convention  which  is  binding  on 
either  party,  by  which  the  trade  in  any  particular  article  is 
regulated. 


4230  Protective  Goverx^eextal  Measures 

(2)  British  and  Kussian  merchant  ships,  their  masters,  crews, 
and  cargoes  shall  in  ports  of  Russia  and  of  the  United  Kingdom 
respectively,  receive  in  all  respects  the  treatment,  privileges, 
facilities,  immunities,  and  protection  which  are  usually  accorded 
by  the  established  practice  of  conmiercial  nations  to  foreign 
merchant  ships,  their  masters,  crews,  and  cargoes,  visiting  their 
ports. 

Provided  that  nothing  in  this  article  shall  impair  the  right  of 
either  party  to  take  such  precautions  as  are  authorized  by  their 
respective  laws  with  regard  to  the  admission  of  aliens  into  their 
territory. 

(3)  Each  party  may  nominate  such  number  of  its  nationals 
as  may  be  agreed  from  time  to  time  as  being  reasonable  necessary 
to  enable  proper  effect  to  be  given  to  this  agreement,  having 
regard  to  the  conditions  under  which  trade  is  carried  on  in  its 
territories,  and  the  other  party  shall  permit  such  persons  to  enter 
its  territories,  and  to  reside  and  carry  on  trade  there,  provided 
that  either  party  may  restrict  the  admittance  of  any  such  persons 
into  any  specified  areas,  and  may  refuse  admittance  to  or  sojourn 
in  its  territories  to  any  individual  who  is  persona  non  grata  to 
itself,  or  who  does  not  comply  with  this  agreement,  or  with  the 
conditions  precedent  thereto. 

Persons  admitted  in  pursuance  of  this  article  into  the  terri- 
tories of  either  party  shall,  while  residing  therein  for  purposes 
of  trade,  be  exempted  from  all  compulsory  services  whatsoever, 
whether  civil,  naval,  military,  or  other,  and  from  any  contribu- 
tions, whether  pecuniary  or  in  kind,  imposed  as  an  equivalent  for 
personal  service,  and  shall  have  right  of  egress. 

Persons  admitted  into  Russia  under  this  arrangement  shall  be 
permitted  freely  to  import  commodities  destined  solely  for  their 
household  use  or  consumption. 

(4)  Either  party  may  appoint  one  or  more  official  agents  to 
reside  and  exercise  their  functions  in  the  territories  of  the  other, 
who  shall  enjoy  all  the  rights  and  the  privileges  set  forth  in  the 
preceding  article,  and  also  immunity  from  arrest,  provided  that 
either  party  may  refuse  to  admit  any  individual  as  an  oflS,cial 
agent  who  is  persona  non  grata  ^o  itself,  or  may  require  the  other 
party  to  withdraw  him  should  it  find  it  neccessary  to  do  so  on  the 
ground  of  public  interest  or  security.  Such  agents  shall  have 
access  to  the  authorities  of  the  country  in  which  they  reside  for 
the  purpose  of  facilitating  the  carrying  out  of  this  agreement  and 
of  protecting  the  interests  of  their  nationals. 


Tkade  Relations  and  Ivkcognition  of  Soviet  Russia     4221 

Official  agents  shall  be  at  liberty  to  receive  and  dispatch 
couriers  with  sealed  bags  subject  to  a  limitation  of  three  kilo- 
grams per  week,  which  shall  be  exempt  from  examination. 
,  The  official  agents  shall  be  the  competent  authorities  to  vise 
the  passports  of  persons  seeking  admission,  in  pursuance  of  the 
preceding-  article,  into  the  territories  of  the  parties. 

(5)  Each  party  undertakes  to  ensure  generally  that  persons 
admitted  into  its  territories  under  the  last  two  articles  shall  enjoy 
all  protection,  rights  and  facilities  which  are  necessary  to  enable 
them  to  carry  on  trade. 

They  shall  be  at  liberty  to  communicate  freely  by  post,  tele- 
graph and  wireless  telegraphy,  and  to  use  telegraph  codes  and 
ciphers,  under  the  conditions  and  subject  to  the  regulations  laid 
down  in  International  Telegraph  Convention  of  St.  Petersburg 
1875  (Lisbon  Revision  of  1908). 

Each  party  undertakes  to  account  for  and  to  pay  all  balances 
due  to  the  other  in  respect  of  terminal  and  transit  telegrams  in 
accordance  with  the  provisions  of  the  said  International  Tele- 
graph Convention  and  Regulations. 

(6)  Passports,  documents  of  identity,  powers  of  attorney  and 
similar  documents,  issued  or  certified  by  the  competent  authorities 
in  either  country  for  the  purpose  of  enabling  trade  to  be  carried 
on  in  the  pursuance  of  this  agreement,  shall  be  treated  in  the 
other  country  as  if  they  were  issued  or  certified  by  the  authorities 
of  a  recognized  foreign  government, 

(7)  The  preceding  articles  shall  continue  in  force  until  the 
expiration  of  six  months  from  the  date  on  which  either  party 
shall  have  given  notice  to  the  other  of  its  intention  to  termina<te 
them.  The  parties  mutually  undertake  even  in  the  event  of 
such  notice  having  expired,  to  continue  to  aflford  all  the  necessary 
facilities  for  the  completion  or  winding  up  of  any  transactions 
entered  into  in  pursuance  of  such  articles. 

(8)  The  Russian  Soviet  government  hereby  declares  that  it 
recognizes  its  liability  to  pay  compensation  to  British  subjects 
in  respect  of  goods  supplied  or  services  rendered  to  it  or  to  the 
former  Government  of  Russia,  or  to  Russian  citizens,  for  which 
payment  has  not  been  made  owing  to  the  Russian  revolution. 
The  detailed  mode  of  discharging  this  liability,  together  with  all 
other  questions  with  regard  to  the  liability  of  each  of  the  parties 
towards  the  other  party  or  its  nationals,  shall  be  regulated  by  the 
treaty  referred  to  in  the  preamble. 


4222  Pkotective  Governmental  Measires 

The  British  Government  makes  a  corresponding  declaration. 

(9)  In  consideration  of  the  declaration  in  the  preceding  article 
the  British  Government  hereby  declare  that  thev  will  not  take  or 

%j  t/ 

encourage  anv  steps  with  a  view  to  attach  or  to  take  possession 
of  any  gold,  securities,  or  commodities  (not  being  articles  iden- 
tifiable as  the  property  of  the  British  or  of  any  Allied  Govern- 
ment) which  may  be  exported  by  Russia  in  payment  for  imports 
or  as  security  for  such  payment,  on  the  ground  of  any  claim 
against  Russian  citizens,  or  against  the  Russian  Soviet  gov- 
ernment, or  against  the  former  governments  of  Russia. 

(10)  The  Russian  Soviet  government  undertakes  to  make  no 
claim  to  dispose  in  any  way  of  the  funds  of  the  late  Russian 
government  in  London.  The  British  Government  gives  a  corre- 
sponding undertaking  as  regards  British  Government  funds  in 
Petrograd.  This  article  is  not  to  prejudice  the  inclusion  in  the 
formal  treaty  referred  to  in  the  preamble  of  any  provision  dealing 
with  the  subject  matter  of  this  article. 


SECTION  II 


ORGANIZED   LABOR   AND  CAPITAL  AND   INDUSTRIAL 

RELATIONS 

Note    on    Chapter     V.      International    Relations    of    American    Organized 

Labor 4225 

Xni.     The  Kansas  Court  of  Industrial  Relations 4241 


[4223t] 


NOTE  ON  CHAPTER  V 

International  Relations  of  American  Organized  Labor 

The  appeal  of  the  Trade  Union  Internationale  of  Amsterdam 
for  revoluntarv  measures  in  aid  of  Soviet  Russia,  which  was 
addressed  to  the  American  Federation  of  Labor  on  September  8, 
1920,  is  an  extraordinary  commentary  upon  the  progress  made 
by  radical  agitation  in  European  labor  bodies.  The  answer  of 
the  American  Federation  of  Labor  and  the  comments  upon  this 
appeal  made  by  Samuel  Gompers  and  Matthew  Woll  is  in  striking 
contrast  and  clearlv  demonstrates  that  the  American  trade  union 
movement  under  the  leadership  of  the  American  Federation  of 
Labor  is  basically  American  in  its  ideals  and  purposes.  The 
statement  follows: 

THE    EUROPEAN    BRAINSTORM 
By  Samuel  Gompers  and  Matthew  Woll 

At  the  present  moment  continued  international  co-operation 
with  European  labor  has  become  extremely  difficult,  if  not  impos- 
sible. For  two  years  the  American  Federation  of  Labor  has  given 
a  considerable  part  of  its  time,  energies  and  financial  resources 
in  the  endeavor  to  build  up  a  new  international  trade  union  organ- 
ization to  replace  the  union  destroyed  by  the  war.  A  portion  of 
the  report  of  the  Executive  Council  to  the  Montreal  Convention 
of  the  American  Federation  of  Labor  was  given  over  to  inter- 
national relations.  The  convention  endorsed  the  action  of  the 
Executive  Council  and  the  Amsterdam  delegation,  referring  to 
the  Executive  Council  the  question  of  affiliation  to  the  new  Inter- 
national Federation  of  Trade  Unions. 

The  Montreal  Convention  was  by  no  means  satisfied  with  either 
the  constitution  and  principles  of  the  new  international  as  laid 
down  at  Amsterdam  or  with  the  later  actions  of  the  executive 
body.  The  chief  objection  to  the  new  constitution  was  that  it 
completely  abrogates  the  fundamental  principle  of  the  former 
labor  union  international,  namely,  complete  autonomy  for  each 
national  federation.     It  was  also  ol)jected  that  a  system  of  dues 

[4225] 
132 


4226     Labor  and  Capital  and  Industrial  Relations 

had  been  decided  upon  which  would  constitute  a  very  heavy  drain 
upon  the  resources  of  the  American  Federation  of  Labor,  com- 
pelling it  to  pay  a  large  part  of  the  expenses  of  the  proposed 
new  international  organization. 

The  main  criticism  of  the  new  international  executive  at 
Amsterdam  was  that  it  had  issued  a  statement  of  purely  socialist 
character,  even  including  the  phrase,  ''  Down  With  Reaction,  Up 
with  Socialism,"  and  calling  for  a  first  of  May  celebration  which 
amounted  to  a  one-day  strike  for  socialism. 

Since  the  Montreal  Convention  matters  have  taken  a  turn  for 
the  worse.  The  Amsterdam  executive  has  issued  throughout  the 
world,  and  sent  to  the  American  Federation  of  Labor  for  circula- 
tion in  this  country,  a  declaration  calling  for  international  revolu- 
tionary measures  by  Labor  in  aid  of  the  Soviets  in  their  war 
against  Poland.  The  chairman  of  the  British  labor  party,  claim- 
ing to  speak  for  the  British  trade  union  labox  movement,  has  sent 
a  cablegram  along  similar  lines  and  apparently  calling  for  similar 
action.  The  contents  of  these  messages  are  thoroughly  revolu- 
tionary and  obviously  animated  with  a  desire  to  use  the  most 
extreme  measures  for  strengthing  the  hold  of  Soviet  power  in 
Russia  and  enabling  it  to  extend  its  influence  and  to  dominate 
neighboring  countries. 

These  actions  are  all  the  more  amazing  as  British  labor,  until 
recently,  was  on  record  as  against  any  such  revolutionary  methods, 
and  that  instead  it  demanded  neutrality  to  Soviet  Russia.  At 
the  meeting  of  the  International  Federation  of  Trade  Unions 
Congress  held  at  Amsterdam  last  year  a  resolution  was  introduced 
by  two  small  Bolshevist  delegations  calling  for  the  use  of  identical 
revolutionary  methods  and  for  a  nearly  identical  revolutionary 
(A>ject.  Everyone  in  attendance,  other  than  the  men  men- 
tioned, regarded  the  proposal  as  absurd  and  when  it  was  put  to  a 
vote,  only  the  proposer  and  seconder  supported  it.  It  was  hope- 
lessly defeated.  The  following  is  the  resolution  which  was  rejected 
at  Amsterdam  in  August,  1919 : 

The  [nternational  Congress,  responding  to  the  appeal  of 
the  )abor  classes  of  the  Soviet  countries  to  su])port  their 
struggle  by  means  of  demonstrations  and  strikes  with  a  view 
to  force  the  imperialist  governments  to  raise  their  blockade 
and  stop  their  military  intervention,  expresses  its  satisfac- 
tion on  the  joint  efforts  undertaken  by  the  proletarian  class 


Internatioxal  Relations  American  Organized  Labor     4227 

of  several  coiintrios  on  the  21st  of  July,  resolves  to  proinnte 
and  undertake  a  renewed  joint  international  action  for  that 
purpose. 

Before  we  show  how  complete  has  been  the  reversal  of  this 
position  it  must  he  clearly  stated  that  the  present  wild  actions  of 
the  extremists  who  seem  to  have  gained  control  over  European 
labor  are  at  best  to  be  regarded  only  as  temporary.  The  funda- 
mentally sane  and  democratic  character  of  organized  labor  in 
Great  Britain  is  not  to  be  questioned,  and  powerful  elements 
equally  sane  are  to  be  found  in  every  country  on  the  continent. 
Though  the  continental  moderates  as  a  rule  attach  to  revolu- 
tionarv  theories  of  one  kind  or  another  thev  have  usuallv  been 
found  reasonable  in  action. 

The  brainstorm.s  which  seem  to  have  given  the  extremists 
temporary  control  must  be  regarded  as  a  result,  first,  of  the 
critical  conditions  now  prevailing  in  Europe ;  and,  second,  of  the 
enormous  propaganda  subsidized  by  the  Soviet  government  with 
money  wrung  from  its  bleeding  and  starving  slaves  in  Russia, 

Appeal  of  the  Trade  Union  International  for  Revolution- 
ary Measures  in  Aid  of  the  Soviets 
On  September  8  the  Amsterdam  bureau  of  the  International 
Federation  of  Trade  Unions  communicated  the  following  mani- 
festo to  the  American  Federation  of  Labor,  with  the  request  that 
"  the  manifesto  be  as  widely  circulated  as  possible  amongst  the 
workers  of  your  country  " !  On  account  of  its  unique  character 
we  produce  this  manifesto  in  its  entirety.     The  italics  are  ours: 

In  consequence  of  the  extreme  gravity  of  the  political 
situation  the  International  Federation  of  Trade  Unions  ap- 
peals to  the  organized  workers  throughout  the  world  to  pledge 
themselves  to  inflexible  opposition  to  all  war. 

The  organized  workers  of  the  world  must  from  now  on- 
wards be  prepared  to  act  in  accordance  with  the  decisions 
arrived  at  by  the  international  conferences  at  Berne  and 
Amsterdam  and  to  utilize  every  available  resource  in  the 
struggle  against  all  wars. 

The  war  must  not  be  continued. 

The  International  Federation  of  Trade  Unions,  raindfnl 
of  the  right  of  the  peoples  to  govern  themselves,  condemns 
foreign  intervention  with  the  internal  affairs  of  other  nations. 


4228     Labor  and  Capital  and  Industrial  Relations 

It  also  condemns  military  assistance  given  to  all  reactionary 
enterprises. 

Against  this  intervention  and  assistance  the  International 
Federation  of  Trade  Unions  calls  upon  all  workers  to  demon- 
strate and  to  act. 

Applying  these  principles,  and  in  view  of  the  aggressive 
action  of  Poland  against  the  Russian  revolution,  the  Inter- 
national Federation  of  Trade  Unions  demands  that  all 
militarist  attacks  shall  cease  immediately,  and  that  guaran- 
tees shall  be  forthcoming  against  any  new  aggression. 

In  view  of  the  declaration  of  the  Russian  government 
which  has  solemnly  expressed  the  wish  to  conclude  a  peace 
based  upon  the  independence  and  self-determination  of 
Poland,  the  International  Federation  of  Trade  Unions 
declares  that  upon  this  basis  fratricidal  warfare  must  cease. 

This  universal  peace  must  be  immediately  established  with 
due  regard  to  revolutionary  achievement  and  the  independ- 
ence of  the  peoples. 

In  order  to  attain  this  working  class  and  profoundly 
human  aspiration,  the  International  Federation  of  Trade 
Unions  calls  upon  all  trade  unionists  to  refuse  to  co-operate 
with  the  accomplices  of  imperialist  capitalism,  and  to 
definitely  refuse  to  transport  troops  or  to  manufacture 
munitions. 

The  deliberate  action  of  the  workers  must  break  all  at- 
tempts to  re-establish  a  reactionary  Holy  Alliance.  Not  a 
train  carrying  munitions  must  he  worked;  not  a  ship  laden 
with  war  materials  must  he  allowed  in  leave  harbor;  not  a 
single  soldier  must  he  transported. 

War  must  not  be  further  supported. 

The  International  Federation  of  Trade  Unions  declares 
that  the  proletariat  of  all  countries  can  and  must  act  in  this 
manner  to  protect  the  workers'  efforts  in  the  direction  of 
liberty  and  social  progress,  iuid  firm  in  the  conviction  that 
war  can  only  cease  by  the  will  of  the  workers,  the  inter- 
national Federation  of  Trade  Unions  calls  upon  all  National 
Trade  Union  Centers  to  prepare  if  necessaiy  for  mass  action 
hy  means  of  a  general  strike. 

The  production  of  war  materials  must  cease  in  all 
countries,  and  in  order  that  disarmament  may  become  an 
accomplished   fact,   the  International   Federation   of   Trade 


Intek?tational  Relations  American  Organized  Labor     4229 

unions  demands  that  action  be  taken  in  all  coutries  to  put 
an  end  to  the  manufacture  of  arms.  This  will  assist  the 
liberation  of  the  people  from  militarism,  and  industrial 
production  will  proportionally  expand. 

Comrades!  In  the  year  1914  our  organization  was  much 
too  weak  to  set  itself  against  war.  Today  it  is  a  power  of 
twenty-seven  millions  members.  Above  all  it  is  imbued  with 
a  pronounced  anti-capitalist  and  anti-militarist  ispirit. 
Today  it  must  of  its  own  accord  and  luithin  its  oivn  ranks, 
find  the  power  to  preserve  the  world  from  terror  and  annihila- 
tion. 

War  against  war !  That  cry  unites  all  workers  I  The 
refusal  to  work  transport  for  the  purpose  of  war  is  today 
an  expression  of  International  Working  Class   Solidarity. 

Comrades  !    The  International  Federation  of  Trade  Unions 
places  its  reliance  on  you. 
On  behalf  of  the  International  Federation  of  Trade  Unions: 

W.   A.   Appelton, 

President. 

L.    JOUIIAUX, 

First  Vice-President. 

C.    MePvTENS, 

Second     Vice-President. 
Edo  Fimmen, 
j.  oudegeest, 

Secretaries. 

Along  very  similar  lines  was  a  cablegram  received  from  Adam- 
son,  the  chairman  of  the  British  Labor  party,  on  August  15, 
informing  America  of  similar  revolutionary  measures  proposed 
by  the  new  "  Council  of  Action  "  of  Great  Britain.  This  message, 
which  apparently  suggests  similar  American  action,  is  as  follows: 

(Copy.) 
Western  Union  Cablegram 

London  196  First  52. 

GOMPERS, 

American  Federation  of  Labour,  Washington, 
Greatest    most    united    conference    British    trade    union 
labour   movement.      Meeting   London   today.      Hailed   with 
satisfaction  Russian  government's  declaration  in  favour  com- 
plete Polish  independence  and  realizing  gravity  international 


4230     Laboe  and  Capital  and  Industrial  Relations 

situation  pledged  itself  resist  every  military  naval  inter- 
vention against  Soviet  government.  Instructed  Council  of 
Action  continue  until  first  absolute  guarantee  armed  forces 
Great  Britain  should  not  be  used  support  Poland,  Wrangel 
or  any  other  military  naval  effort  against  Soviet  government. 
Secondary  withdrawal  all  British  naval  forces  operating 
directly  or  indirectly  as  blockading  influence  against  Russia. 
Thirdlv,  recognition  Soviet  government,  establishment  unre- 
stricted  trading  commercial  relationships  Great  Britain, 
Russia.  Conference  refused  association  any  alliance  between 
Britain  and  France  or  any  other  country  committing  us  any 
support  (to)  Wrangel,  Poland  or  supply  munitions,  war 
material,  for  any  attack  upon  Russia.  Conference  author- 
ized council  to  call  any  and  every  form  witlidrawal  Labour 
when  circumstances  may  require  given  effect  policy  and 
called  upon  every  trade  union  official  Executive  Committee, 
Local  Council  and  membership  generally.  Act  swiftly, 
loyally,  courageously,  sweep  aw^ay  secret  diplomacy,  assure 
foreign  policy  Great  Britain  accord  with  desires  peoples  for 
end  to  war  and  interminable  threats  of  war, 

Adamson,  Chairman  Labour  Party, 
130  A  Aug  15. 

If  the  chairman  of  the  British  labor  party  or  Secretary  Oude- 
geest  seriously  desired  to  know  the  position  of  the  American  labor 
movement  as  to  any  proposed  international  revolutionary  action 
directed  against  all  governments  —  entirely  disregarding  their 
democratic  character  —  they  could  have  referred  to  the  proceed- 
ing of  the  Montreal  Convention  and  to  the  entire  record  of  the 
American  Federation  of  Labor.  It  may  be  doubted  if  either 
Oudegeest  or  Adamson  expected  any  answer,  or  if  a  proper  answer 
could  be  devised  that  would  adequately  deal  briefly  with  the 
immense   issues  they   have  raised. 

The  American  Federation  of  Labor  is  not  a  revolutionary  body 
and  has  never  had  any  affiliation  with  any  revolutionary  body 
which  would  require  it  to  give  serious  consideration  to  revolu- 
tionary proposals  of  any  kind.  While  recognizing  the  need  of 
revolution  against  autocratic  governments,  organized  labor  in  this 
country  regards  the  American  government  as  being  essentially 
democratic.  On  the  whole  and  in  the  last  resort  the  people  rule 
in  this  country.     While  our  political  system  is  not  perfect  from 


International  Relations  American  Organized  Labor     4231 

the  democratic  point  of  view  and  while  organized  labor  has 
devoted  itself  to  bringing  about  the  extension  of  democracy  into 
the  sphere  of  industry,  it  has  never  considered  or  compromised 
w-ith  any  revolutionary  movement  to  upset  our  institutions  by 
violence. 

The  appeals  of  the  International  Federation  of  Trade  Unions 
and  of  the  ''  Council  of  Action  "  are  appeals  to  revolutionary 
violence.  The  International  Federation  of  Trade  Unions  declares 
very  clearly  that,  "  it  nmst  of  its  own  accord  and  within  its  own 
ranks  find  the  power  to  preserve  the  world  from  terror  and 
anarchy."  The  world  is  not  threatened  with  terror  and  anarchy 
unless  it  be  from  the  Soviets  for  the  aid  of  which  these  manifes- 
toes are  issued.  If  the  world  is  to  be  preserved  from  this  or 
any  other  danger,  it  must  be  by  the  action  of  democratic  gov- 
ernments chosen  by  the  people. 

One  year  ago  the  International  Federation  of  Trade  Unions 
endorsed  the  League  of  Nations  and  proposed  to  reshape  it  to 
correspond  to  the  aspirations  of  Labor.  To  day  it  takes  a  position 
of  anarchistic  hostility  to  all  governments  without  discrimination. 

The  British  labor  party  also  turns  it  back  on  the  democratic 
parliamentary  system  which  England  has  evolved  by  seven 
centuries  of  struggle,  and  can  find  no  way  to  ensure  that  the 
foreign  policy  of  Great  Britain  "  accords  with  the  desires  of  the 
people." 

The  American  Federation  of  Labor  is  diametrically  opposed 
both  to  the  methods  advocated  by  the  Oudegeest  manifesto  and  to 
its  subjects.  The  Montreal  Convention  reaifirmed  the  objection 
of  American  Labor  to  all  forms  of  revolutionary  violence  and  to 
reaction  which  might  be  interpreted  as  assistance  to  the  Soviets. 

American  Labor  is  in  accord  with  this  precious  document  only 
in  its  readiness  to  use  all  practicable  means  against  war  and 
against  interference  with  the  internal  affairs  of  other  nations. 
But  the  date  and  occasion  of  the  Amsterdam  appeal  are  signifi- 
cant. It  was  issued,  not  against  war  in  general,  but  specifically 
to  stop  the  importation  of  arms  into  Poland  at  a  moment  when 
Soviet  armies  were  at  the  gates  of  Whrsaw !  At  a  time  like  this 
the  document  has  the  audacity  to  speak  of  "  the  aggressive  action 
of  Poland  against  the  Russian  revolution."  The  organized  labor 
movement  of  this  country  does  not  regard  the  bolshevists  as  being 
"  the  Russian  revolution."  It  is  fully  aware  of  the  existence  of 
millions  of  Russian  mensheviki,  socialist  revolutionaries  and  tradt- 


4232     Laboe  and  Capital  and  Industrial  Relations 

unionists  who  object  to  Soviet  tyranny.  Polish  imperialism  is 
repudiated  by  labor  in  his  country  along  with  all  other  imperial- 
isms, and  it  may  have  been  the  chief  factor  in  the  Polish  clfen- 
sive.  But  we  also  recall  that  the  Soviets  have  never  ceased  to 
threaten  to  set  up  Soviet  governments  with  military  aid  as  well 
as  by  subsidized  revolutionary  movements  in  neighboring  coun- 
tries. Though  their  diplomatists  claim  the  contrary  the  states 
ments  of  their  press,  their  congresses  and  their  leaders  on  every 
occasion  demonstrate  this  to  be  a  fact.  It  is  therefore  possible 
that  the  Polish  offensive  was  undertaken  as  the  only  means  of 
warding  off  an  attack  which  was  being  organized  by  the  Soviets. 
Under  these  circumstances  the  most  important  point  is  that 
"  guarantees  "  should  be  exacted  from  the  Soviets  as  well  as  from 
the  Poles. 

Oudegeest  and  Adamson  calmly  suggest  that  faith  should  be 
placed  in  the  declarations  and  promises  of  the  "  Russian  govern- 
ment." The  American  Federation  of  Labor  does  not  regard  the 
Soviets  as  the  Russian  government  and  places  no  reliance  what- 
ever upon  their  statements  and  promises.  The  A.  F.  of  L.  action 
taken  in  Montreal  was  based  in  part  upon  the  telegram  of  our 
Secretary  of  State  to  the  President  of  the  American  Federation 
of  Labor  in  which  he  declared: 

The  existing  regime  in  Russia  does  not  represent  the  will 
or  consent  of  any  considerable  proportion  of  the  Russian 
people.  It  repudiates  every  principle  of  harmonious  and 
trustful  relations,  whether  of  nations  or  of  individuals,  and 
is  based  upon  the  negation  of  honor  and  good  faith  and  every 
usage  and  convention  underlying  the  structure  of  inter- 
national law. 

No  despotism  in  history  has  ever  had  such  an  unbroken  record 
of  broken  faith.  Let  us  take  only  two  or  three  most  recent  exam- 
ples. It  is  of  the  utmost  importance  to  the  Soviet  oligarchy  to  re- 
establish trade  relations.  The  British  government  has  made  every 
concession  to  achieve  the  same  object.  Yet  even  in  the  midst  of 
these  negotiations  and  before  the  eyes  of  the  entire  world  the  Sovi- 
ets have  almost  daily  broken  faith.  After  the  promises  t>  cease 
propaganda  in  England  came  the  subsidy  of  $375,000  offered  to 
the  London  Daily  Herald.  As  the  London  Herald  is  the  only  daily 
labor  newspaper  in  Great  Britain  and  is  the  leading  labor  organ, 
the  offer  is  of  the  first  moment,  Lansbury,  the  near-bolshevist  edi- 
tor, brazenly  proposed  that  the  subsidy  should  be  accepted  as  a  sym- 
bol of  "  international  solidarity."     He  wished  the  public  to  for- 


iNTERISTATIOlSrAL  RELATIONS  AMERICAN  ORGANIZED  LaBOR       4238 

get  that  in  giving  these  subsidies  the  Soviets  claimed,  and  expected 
to  gain  control  of,  the  publications.  Every  recent  announcement 
of  Lenine  and  of  the  Communist  Internationale  has  shown  that 
they  demand  absolute  dictatorial  powers  wherever  their  authority 
extends.  While  claiming  to  be  willing  to  adjust  their  tactics 
according  to  conditions  of  each  nation,  the  adjustment  is  to  taie 
place  in  Moscow. 

About  the  same  time  as  the  London  Herald  disclosure,  came 
the  Soviet  breach  of  faith  in  the  armstice  negotiations  with  Poland. 
After  having  promised  to  limit  their  exorbitant  demands  for  the 
disaraiament  of  Poland  confronted  by  a  Soviet  Russia  armed  to 
the  teeth,  the  bolshevists  at  the  last  moment  added  new  clauses 
demanding  workmen's  militia  for  Poland  by  which  they  hope  to 
sovietize  that  country. 

The  daily  comparisons  of  the  statements  of  bolshevist  diplo- 
matists for  foreign  consumption  with  the  official  pronouncements 
of  the  bolshevist  government  in  Russia,  the  speeches  and  articles 
of  Lenine  and  the  decisions  of  that  branch  of  the  Soviet  govern- 
ment  which  is  known  as  the  Third  Internationale,  demonstrate 
the  utter  falsehood  of  their  untire  stand. 

The  means  of  action  proposed  are  equally  preposterous.  "  Mass 
action  by  means  of  a  general  strike  "  is  repudiated  even  by  a  large 
part  of  the  extremists  in  this  country  when  it  is  advocated  both 
by  the  International  Federation  of  Trade  Unions  and  by  the  labor 
party  conference. 

The  American  Federation  of  Labor  has  always  declared  for 
and  stood  by*  the  demand  against  large  standing  armies,  for  the 
limitation  of  munitions  of  war  and  for  a  reduction  in  naval  estab- 
lishments. These  provisions  are  incorporated  in  the  Versailles 
Treaty  and  the  League  of  l^ations,  but  if  the  production  of  war 
materials  were  to  cease  entirely  all  small  nations  would  be  utterly 
helpless  and  at  the  mercy  of  their  larger  neighbors.  America 
could  arm  within  a  year  or  so  even  if  she  had  no  armament  at 
hand.  Smaller  countries,  like  Belgium,  would  be  utterly  power- 
less while  Poland  and  Georgia  would  fall  into  the  hands  of  Soviet 
Russia  without  any  means  of  resistance.  Rut  there  can  not  be 
the  slighest  question  that  the  defeat  of  Poland  by  the  So^^ets  was 
the  concise  and  immediate  obejct,  both  of  the  British  "  Council  of 
Action  "  and  the  International  Federation  of  Trade  Unions. 

The  Intefrnational  Federation  of  Trade  Unions  went  even 
further  than  that  in  the  copy  of  the  manifesto  which  reached 


4234     Labor  and  Capital  axd  Industrial  Eelations 

the  Washington  office  of  the  American  Federation  of  Labor.  In 
•ill  the  telegrams  as  well  as  in  the  copy  received  by  mail  as  printed 
in  Amsterdam,  reference  was  made  to  the  holding  back  of  food 
pupplies.  The  very  organization  which  has  been  cr^'ing  out  against 
the  supposed  starvation  of  Soviet  Russia  by  the  entente  block- 
ade apparently  proposed  the  blockading  of  and  starving  of  Polajid. 
as  v^^ell  as  its  disarmament  while  Soviet  armies  were  on  its  soil ! 
But  this  contradiction  need  give  no  surprise.  The  Interna- 
tional Federation  of  Trade  Unions  called  for  the  blockade  of 
Hungary  and  after  executing  it  inflicted  suffering  on  the  entire 
population.  Even  worse,  the  manifesto  calling  for  this  blockade 
contained  a  protest  against  the  blockade  of  Soviet  Russia. 

Intebnatig^tal  Bolshevism 

There  can  be  little  doubt  that  the  whole  movement  was  largely 
devised  at  Moscow  and  originated  at  the  conference  of  the  Third 
or  Communist  Internationale  a  few  weeks  previously.  Lenine 
had  called  for  precisely  this  line  of  action  on  the  part  of  the 
labor  organizations  of  Western  Europe.  He  boasted  that  Sovietism 
would  be  maintained  in  Russia  and  would  spread  throughout 
Europe,  not  because  of  its  own  internal  strength,  but  because  it 
could  rely  on  the  cooperation  of  European  Labor. 

Indeed,  with  the  widespread  and  practical  help  that  was 
extended  by  European  Labor  to  the  Soviet  armies  invading 
Poland,  and  with  the  gi'owing  sympathy  of  European  labor  for 
the  Bolshevists,  the  demands  of  Lenine  for  absolute  dictatorship 
over  the  European  movement  has  become  steadily  more  insistent. 
In  other  words,  the  aggresive  and  vic'lent  character  of  the  bolshe- 
vist  regime  and  international  propaganda  is  now  due  primarily, 
not  to  the  certainty  of  their  hold  upon  the  Russian  government  or 
upon  the  victories  of  the  Red  Armies,  but  upon  the  support  of 
European  labor. 

There  have  been  indications  that  the  Italian  uprising  and  th(^ 
radical  stand  taken  by  Smillie  in  England  were  planned  to  take 
place  at  the  same  time  as  the  expected  fall  of  Warsaw  and  to 
mark  the  beginning  of  a  general  bolshevist  or  near-bolshevisl. 
upheaval  throughout  all  Europe.  Even  now,  letters  of  Smillie> 
are  published  in  the  Polish  press  calling  for  a  pro-soviet  atti- 
tude on  the  part  of  Polish  labor  —  in  spite  of  the  fact  ih&f 
Poland  has  now  perhaps  the  most  democratic  government  of 
Europe  with  the  leader  of  the  peasant  party  as  its  premier  and 
the  well-known  Socialist  Daszinski  as  its  Vice-President. 


International  Relations  American  Organized  Labor     4235 

Reooomtion  of  the  Soviets 

The  British  ''  Council  of  Action,"  as  quoted  in  the  telegram 
of  Adamson,  not  only  calls  for  the  recognition  of  Soviet  Russia 
but  is  empowered  to  bring  about  a  revolutinary  general  strike  for 
this  purpose.  The  American  Federation  cf  Labor  is  utterly  and 
wholly  opposed,  not  only  to  such  revolutionary  measures  but  to 
anj-thing  that  approaches  any  form  of  assistan<^  to  Soviets.  The 
Montreal  Convention  resolved : 

That  the  American  Federation  of  Labor  is  not  justified 
in  taking  any  action  which  could  be  construed  as  an  assist- 
ance to  or  approval  of  the  Soviet  government  of  Russia,  as 
long  as  that  government  is  based  upon  authority  which  has 
not  been  vested  in  it  by  a  popular  representative  national 
assemblage  of  the  Russian  people ;  or  so  long  as  it  endeavors 
to  create  revolutions  in  the  well-established  civilized  nations 
of  the  world ;  or  so  long  as  it  advocates  and  applies  the 
militarization  of  Labor  £tnd  prevents  the  organizing  and 
functioning  of  trade  unions  and  the  maintenance  of  a  free 
press  and  free  public  assemblage. 

Every  statement  made  in  this  declaration  was  amply  borne  out 
by  the  declarations  of  members  of  the  official  British  labor  dele- 
gation which  recently  visited  Russia.  Bertrand  Russell  declared 
that  the  Soviets  represented  only  a  very  small  minority  of  the 
Russian  people  and  that  the  dictatorship  was  tyranny  in  the  worst 
sense  of  the  term.  Mrs.  Philips  Snowden  stated  that  the  Soviets 
were  not  socialist,  democratic  or  christian.  Tom  Shaw  and  Ben 
Turner  made  similar  statements.  Yet,  in  its  official  report,  the 
delegation  has  the  audacity  to  state  that  the  Soviets  "  had  rallied 
to  their  support  practically  the  whole  of  the  Russian  nation," 
and  the  "  Council  of  Action "  was  created  to  aid  in  delivering 
Poland  to  the  tender  mercy  of  the  Soviets. 

The  independent  socialist  party  of  Germany  also  sent  a  dele- 
gation recently  to  Russia,  some  of  the  members  of  which,  though 
extremely  sympathetic  with  the  Soviets,  asserted  that  bureau- 
cracy and  militarism  were  worse  than  under  the  Czar.  As  a  result, 
the  leaders  of  the  independent  party,  including  not  only  the  more 
moderate,  like  Kautsky  and  Hilferding.  but  also  Crispien,  Ditt- 
mann,  Louise  Zeitz  and  Ledebour,  have  all  come  out  strongly 
aijainst  affiliation  with  the  Third  Internationale. 


4236     Labor  and  Capital,  and  Industkiai.  RKLATio>fs 

Even  the  Italian  bolshevist-socialists  who  recently  visited  Soviet 
Russia,  came  back  with  adverse  reports.  Dugoni  reported  that 
Lewis'  experiment  was  a  complete  failure.  His  statements  were 
endorsed  by  Serrati,  the  editor  of  Avanti  and  the  leader  of  the 
party.  Darragona,  the  leading  figure  in  the  Italian  labor  unions, 
together  with  Vacisra  reported  that  the  present  Russian  regime 
is  not  based  on  the  desires  of  the  entire  people  but  on  the  dicta- 
torship of  one  party,  the  bolshevist  party,  which  smacks  of 
tyranny.  Finally,  the  French  syndicalists  who  have  long  resisted 
the  importation  of  sovietism  into  France  have  strongly  attacked 
the  bolshevists.  Jouhaux  has  recently  declared  that  the  Soviets 
have  practically  made  a  declaration  of  war  against  organized 
labor  of  France,  while  Meerheim  head  of  the  metal  workers,  and 
Bartuel,  secretary  of  the  miners,  have  wi'itten  that  bolshevism  is 
a  military  and  reactionary  doctrine  which  gives  even  worse  results 
than  those  of  capitalism. 

Yet,  in  spite  of  such  declarations,  the  organizations  represented 
by  these  European  leaders  continue  to  advocate  most  revolution- 
ary measures,  not  in  order  to  put  an  end  to  war  but  in  order  to 
aid  the  Soviets'  Internationale.  The  Confederation  Generale  du 
Travail  (French  Federation  of  Labor)  has  appealed  to  the  French 
workers  to  "  refuse  to  manufacture  or  to  transfer  any  troops  or 
munitions  intended  for  the  continuation  of  murder  among  the 
peoples."  But  it  must  be  noted  that  the  agitation  for  these  meas- 
ures has  come  entirely  from  the  friends  and  supporters  of  the 
Soviets. 

Manifesto  of  the  Polish  Socialist  Party 

In  reply  to  the  pro-Soviet  manifestoes  above  quoted,  we  may 
give  a  few  extracts  from  the  appeal  of  the  Polish  socialist  party, 
in  which  they  state: 

The  special  character  of  the  situation  does  not  arise  from 
the  fact  that  Russian  troops  are  marching  upon  Warsaw,  but 
because  the  present  invasion  is  the  work  of  an  army  under 
the  command  of  an  alleged  Socialist  government,  and  more- 
over that  this  invasion  enjoys  the  sympathy  or,  at  best,  is 
met  by  indifference  of  the  socialists  of  the  west. 

Comrades,  we  demand  one  thing  only.  We  demand  that 
just  as  you  protested  for  months  against  Poland's  war  on 
Russia,  you  should  now  come  forward  with  an  equally  warm 
protest  against  the  aggressive  war  conducted  by  Russia,  .  . 


International  Relations  American  Organized  Labor     4237 

The  manifesto  declares  that  peace  is  necessary  for  the  ^'  recon- 
struction of  exhausted  Europe,"  recognizes  the  "stupid  and  highly 
damaging  policy "  of  the  entente  governments  towards  Russia, 
and  admits  that : 

The  policy  of  successive  Polish  governments,  which  acted 
in  concert  with  the  entente,  had  the  effect  of  wasting  oppor- 
tunities of  concluding  peace  with  Russia.  .  .  But  the 
socialists  of  the  west,  regarding  Soviet  Russia  as  the  victim 
of  western  imperialism,  under-estimated  the  quiet  specific 
Soviet  imperialism.  .  .  The  Red  Army  is  not  only  the  in- 
strument of  the  defense  of  the  Russian  revolution,  but  also  the 
instrument  which  was  to  crush  and  break  the  independence 
of  non-Russian  nations.  From  the  very  first  moment  of  the 
existence  of  the  Soviet  regime,  we  have  been  able  to  mark 
how  this  Red  Army  marched  for  the  conquest  of  lands  and 
nations,  how  every  opportunity  was  seized  upon  to  invade  the 
Ukraine  today,  and  tomorrow  to  descend  on  Esthonia,  Lithu- 
ania, Azarbeijan  or  Persia.  All  these  tiger-leaps  of  the  Red 
Army  were  explained  in  a  particular  way.  They  were  pre- 
sented to  public  opinion  as  lofty  '  revolutionary,  liberating 
actions.'  But  he  who  honestly  and  sincerely  adopts  the  prin- 
ciple of  the  self-determination  of  peoples  (and  the  bolsheviks 
cover  all  their  aggressive  assaults  with  this  principle)  will 
never  agree  that  a  military  conquest  of  a  country,  and  a 
dictatorial  imposition  of  the  Moscow  Soviets  backed  by 
machine-guns,  have  anything  in  common  with  the  self-deter- 
mination of  peoples,  with  independence,  let  alone  with 
Socialism.     .     . 

World  Dictator  Lenine 
Encouraged  by  the  fanatic  support  of  Labor  in  western  Europe, 
Lenine's  diplomatists,  army  chiefs,  and  propagandists,  have 
become  more  and  more  aggressive.  This  aggression  takes  its 
most  startling  form  in  the  twenty ^ne  conditions  of  admission  of 
the  Communist  Internationale  which  have  been  sent  to  all  of  the 
leading  labor  organizations  of  France,  Germany,  England  and 
other  countries  which  are  considering  affiliation.  When  these 
conditions  are  read,  it  might  be  supposed  that  Labor  nowhere  can 
be  so  abject  as  to  accept  them.  But  the  French  socialists  hav(^ 
practically  decided  upon  acceptance  and  the  conditions  are  favor- 
ably regarded  by  powerful  sections  led  by  Daumig  in  Germany. 


4238     Labor  and  Capital  axd  Iistdustkial  Relations 

Lansbury  in  England  and  a  number  of  leaders  of  the  Italian 
party,     "We  shall  quote  only  the  most  important: 

As  the  class  war  in  nearly  all  the  countries  of  Europe  and 
America  is  entering  on  the  j^eriod  of  civil  war,  the  com- 
munist nmst  not  conform  with  the  legal  methods  of  the 
middle  classes  but  must  create  everywhere  clandestine  organ- 
izations ready  to  fulfill  revolutionary  duties  when  the  deci- 
sive moment  arrives. 

There  must  be  systematic  and  persevering  propaganda 
among  troops. 

AYorkers  must  be  converted  to  communism  by  the  pene- 
tration of  communists  into  their  unions  and  social  organiza- 
tions. 

Other  internationals  like  that  of  Amsterdam  must  be 
fought  with  tenacity  and  energy. 

Radical  parliamentarians  must  be  purged  of  any  doubtful 
elements. 

Socialist  must  give  up  their  present  party  names  and  adopt 
the  title  of  the  communist  party. 

Communists  must  yield  to  anv  decision  taken  by  the 
Moscow  Executive. 

As  applied  to  France,  for  example,  Lenine  demands  that  the 
socialists  work  to  throw  out  Jouhaux,  Desmoulins.  Bartuel.  Merr- 
heim,  Chauvin,  BidegariT  and  all  the  radical  leaders  of  the  Con- 
federacion  Generale  du  Travail  as  not  beting  revolutionary  enough, 
from  the  Soviet  standpoint. 

In  spite  of  an  ultimatum  of  this  character,  these  conditions  are 
wholly  accepted  by  powerful  factions,  such  as  that  led  by  Cachin 
in  France,  whil(>  the  j>olitical  and  economic  organizations  of  Labor 
as  a  whole  —  including  the  moderates  —  still  continue  to  be 
friendly  to  the  Soviets  —  not  onlv  to  be  friendlv  to  the  Soviets 
l)Ut  to  be  ready  to  adopt  the  most  extreme  measures  to  support 
them. 

Shall  American  Labor  Affiliate  f 

In  a  letter  dated  August  25,  and  received  in  the  Washington 

headquarters  of  the  A.  F.  of  L.  on  September  8,  Oudegeest  asks 

if  American  Labor  is  affiliated  with  the  International  Federation 

of  Trade  Unions.     In  a  communication  sent  two  weeks  earlier  he 


International  Relations  x\merican  Organized  Labor     4-239 

wishes  to  know  if  American  Labor  will  be  present  at  the  Inter- 
national Trades  Union  Conference  to  be  held  in  November.  The 
agenda  for  this  conference  covers  four  jwints  only : 

The  international  control  of  raw  materials;  the  socialization  of 
international  transportation;  the  control  of  international  ex- 
change; the  protection  of  the  trade  union  movement  from 
oppression. 

The  agenda  specifically  states  that  no  internal  questions  are  to 
be  considered.  In  the  second  letter  of  Oudegeest  was  enclosed 
the  manifesto  above  quoted. 

The  President  of  the  American  Federation  of  Labor  in  answer 
to  the  first  communication  stated  it  to  be  his  opinion  that  the 
A.  F.  of  L.  would  not  be  likely  to  send  a  delegation  if  the  meet- 
ing were  closed  to  a  general  discussion  of  all  internal  and  external 
questions  affecting  the  International  Federation  of  Trade  Unions. 

We  are  living  in  the  Republic  of  the  United  States  of  America 
—  a  country-  by  no  means  perfect  (on  the  contrary,  it  has  many 
defects),  in  which  all  too  frequently  injustice  is  done.  But  it  is 
a  Republic  based  upon  the  principles  of  freedom,  justice,  and 
universal  suffrage.  Our  men  and  our  women  are  not  likely  to 
throw  these  rights  and  principles  into  the  scrap-heap  for  the 
dictatorship  of  Moscow's  Lenine  and  Trotsky.  The  harangues  of 
the  Soviets  in  Russia,  the  appeals  of  Oudegeest  and  the  demand 
of  Adamson  will  fall  on  deaf  ears  of  the  American  organized 
labor  movement.  Mr,  Adamson  in  his  cablegram  has  urged  us  to 
"  act  swiftly,  loyally,  courageously."  These  have  been  the  attri- 
butes of  the  men  and  women  in  the  labor  movement  of  America, 
but  in  addition  to  being  courageous  and  loyal,  we  also  have  the 
characteristics  of  intelligence  and  understanding,  and  we  have 
no  intention  of  bidding  farewell  to  our  reason  and  good  judgment. 

For  a  number  of  years  the  American  Federation  of  Labor  wa3 
affiliated  with  the  old  International  Federation  of  Trade  Unions. 
It  has  always  aimed  to  help  in  establishing  a  bona  fide  league  of 
the  toiling  masses  of  all  the  countries  of  the  world.  It  is  a 
source  of  regret  that  conditions  have  been  so  shaped  by  those  who 
are  now  controlling  the  policies  and  course  of  the  new  Inter- 
national Federation  of  Trade  Unions  that  the  A.  F.  of  L.  feels 
constrained  to  refrain  from  joining  a  movement  where  the  inde- 
pendence and  autonomy  of  each  national  trade  union  center  is 


4240     Labok  and  ('AriTAL  and  Industriat-  Eelations 

not  only  denied  but  wherein  it  is  subjected  to  absolute  domination 
for  purposes  wholly  foreign  to  the  objects  for  which  the  Inter- 
national Federation  of  Trade  Unions  should  be  formed. 

The  American  labor  movement  is  primarily  concerned  in 
achieving  improved  conditions  in  the  standards  of  life  and  work, 
in  securing  freedom,  justice,  self-expression,  and  democracy  by 
evolutionai-y  processes  rather  than  by  violent  revolution  which 
promises  all  and  accomplishes  nothing. 


NOTE  ON  CHAPTER  XIH 

The  Kansas  Court  of  Industrial  Relations 

One  of  the  most  interesting  experiments  in  settling  disputes  be- 
tween employers  and  employees,  which  has  come  to  the  attention 
of  this  Committee,  is  now  being  made  in  Kansas.  We  therefore 
deem  it  of  service  to  include  the  text  of  the  statute  creating  a  court 
of  industrial  relations  in  that  state.     The  full  text  follows: 

THE   KANSAS   COURT    OF    INDUSTRIAL   RELATIONS 
(Substitute  for  Senate  Bill  No.  1) 

AN  ACT  creating  the  Court  of  Industrial  Eelations,  defining  its 
po-wers  and  duties,  and  relating  thereto,  abolishing  the  Public 
Utilities  Commission,  repealing  all  acts  and  parts  of  acts  in 
conflict  therewith,  and  providing  penalties  for  the  violation 
of  this  act. 

Be  it  enacted  hy  the  Legislature  of  the  State  of  Kansas: 
Section  1.  There  is  hereby  created  a  tribunal  to  be  known  as 
the  Court  of  Industrial  Relations,  which  shall  be  composed  of 
three  judges  who  shall  be  appointed  by  the  governor,  by  and  with 
the  advice  and  consent  of  the  Senate.  Of  such  three  judges  first 
appointed,  one  shall  be  appointed  for  a  term  of  one  year,  one  for 
a  term  of  two  years,  and  one  for  a  term  of  three  years,  said  terms 
to  begin  simultaneously  upon  qualification  of  the  persons  appointed 
therefor.  Upon  the  expiration  of  the  term  of  the  three  judges 
first  appointed  as  aforesaid,  each  succeeding  judge  shall  be  ap- 
pointed and  shall  hold  his  office  for  a  term  of  three  years  and  until 
his  successor  shall  have  been  qualified.  In  case  of  a  vacancy  in 
the  office  of  judge  of  said  Court  of  Industrial  Relations  the  gov- 
ernor shall  appoint  his  successor  to  fill  the  vacancy  for  the  unex- 
pired term.  The  salary  of  each  of  said  judges  shall  be  five  thou- 
sand dollars  per  year,  payable  monthly.  Of  the  judges  first  to 
be  appointed,  the  one  appointed  for  the  three-year  term  shall  be 
the  presiding  judge,  and  thereafter  the  judge  whose  term  of  serv- 
ice has  been  the  longest  shall  be  the  presiding  judge:    Proviced, 

[4241<] 


4242     Labor  axd  Capital  and  Industrial  Relations 

That  in  case  two  or  more  of  said  judges  shall  have  served  the 
same  length  of  time,  the  presiding  judge  shall  be  designated  by 
the  governor. 

§  2.   The  jurisdiction  conferred  by  law  upon  the  Public  Utili- 
ties Commission  of  the  state  of  Kansas  is  hereby  conferred  upon 
die  Court  of  Industrial  Relations,  and  the  said  Court  of  Indvis- 
trial  Relations  is  hereby  given  full  power,  authority  and  jurisdic- 
tion to  supervise  and  control  all  public  utilities  and  all  common 
carriers  as  defined  in  sections  8329  and  8339  of  the  General  kStat- 
utes  of  Kansas  for  1915,  doing  business  in  the  state  of  Kansas, 
and  is  empowered  to  do  all  things  necessary  and  convenient  for 
the  exercise  of  such  power,  authority  and  jurisdiction.     All  laws 
relating  to  the  powers,  authority,  jurisdiction  and  duties  of  the 
Public  Utilities  Commission  of  this  state  are  hereby  adopted  and 
all  powers,   authority,  jurisdiction  and  duties  by  said  laws  im- 
posed and  conferred  upon  the  Public  Utilities  Commission  of  this 
state  relating  to  common  carriers  and  public  utilities  are  hereby 
imposed  and  conferred  upon  the  Court  of  Industrial  Relations 
created  under  the  provisions  of  this  act;  and  in  addition  thereto 
said  Court  of  Industrial  Relations  shall  have  such  further  power, 
authority  and  jurisdiction  and  shall  perform  such  further  duties 
as  are  in  this  act  set  forth,  and  said  Public  Utilities  Commission 
is  hereby    abolished.     That   all    pending   actions   brought  by    or 
against  the  said  Public  Utilities  Commission  of  this  state  shall 
not  be  affected,  but  the  same  may  be  prosecuted  or  defended  by 
and  in  the  name  of  the  Court  of  Industrial  Relations.     Any  in- 
vestigation, examination,  or  proceedings  had  or  undertaken,  com- 
menced or  instituted  by  or  pending  before  said  Public  Utilities 
Commission  at  the  time  of  the  taking  effect  of  this  act  are  trans- 
ferred to  and  shall  be  continued  and  heard  by  the  said  Court  of 
Industrial  Relations  hereby  created  under  the  same  terms  and  con- 
ditions and  with  like  effect  as  though  said  Public  Utilities  Com- 
mission had  not  been  abolished. 

§  3,  (a)  The  operation  of  the  following  named  and  indicated 
employments,  industries,  public  utilities  and  common  carriers  is 
hereby  deterrnincd  and  declared  to  be  affected  with  a  public  in- 
terest and  thei-efore  subject  to  supervision  by  the  state  as  herein 
provided  for  the  purpose  of  preserving  the  public  peace,  protect- 
ing the  public  health,  preventing  industrial  strife,  disorder 
and  waste,  and  securing  regular  and  orderly  conduct  of  the  busi- 
nesses directly  affecting  the  living  conditions  of  the  people  of  this 


The  Kansas  Court  of  Industrial  Eelations  4243 

state  and  in  the  promotion  of  the  general  welfare,  to  wit:  (1) 
The  manufacture  or  preparation  of  food  products  whereby,  in  any 
stage  of  the  process,  substances  are  being  converted,  either  paitiallv 
or  wholly,  from  their  natural  state  to  a  condition  to  be  used  as 
food  for  human  beings;  (2)  the  manufacture  of  clothing  and  all 
manner  of  wearing  apparel  in  common  use  by  the  [jeople  of  this 
state  whereby,  in  any  stage  of  the  process,  natural  products  are 
being  converted,  either  partially  or  wholly,  from  their  natural 
state  to  a  condition  to  be  used  as  such  clothing  and  wearing  ap- 
parel;  (3)  the  mining  or  productiou  of  any  substance  or  material 
in  common  use  as  fuel  either  for  domestic,  manuf acturins:,  or  trans- 
portation  purposes;  (4)  the  transportation  of  all  food  products  and 
articles  or  substances  entering  into  wearing  apparel,  or  fuel,  as 
aforesaid,  from  the  place  where  produced  to  the  place  of  manufac- 
ture or  consumption;  (5)  all  public  utilities  as  defined  by  section 
8329,  and  all  common  carriers  as  defined  by  section  8330  of  the 
General  Statutes  of  Kansas  of  1915. 

(b)  Any  person,  firm  or  corporation  engaged  in  any  such  in- 
dustry or  employment,  or  in  the  operation  of  such  public  utility  or 
common  carrier,  within  the  state  of  Kansas,  either  in  the  capacity 
of  owner,  officer,  or  worker,  shall  be  subject  to  the  provisions  of 
this  act,  except  as  limited  by  the  provisions  of  this  act. 

§  4.  Said  Court  of  Industrial  Relations  shall  have  its  office  at 
the  capital  of  said  state  in  the  city  of  Topeka,  and  shall  keep  a 
record  of  all  its  proceedings  which  shall  be  a  public  record  and 
subject  to  inspection  the  same  as  other  public  records  of  this  state. 
Said  court,  in  addition  to  the  powers  and  jurisdiction  heretofore 
conferred  upon,  and  exercised  by,  the  Public  Utilities  Commis- 
sion, is  hereby  given  full  power,  authority  and  jurisdiction  to 
supervise,  direct  and  control  the  operation  of  the  industries,  employ- 
ments, public  utilities,  and  common  carriers  in  all  matters  herein 
specified  and  in  the  manner  provided  herein,  and  to  do  all  things 
needful  for  the  proper  and  expeditious  enforcement  of  all  the  pro- 
visions of  this  act. 

§  5.  Said  Court  of  Industrial  Relations  is  hereby  granted  full 
power  to  adopt  all  reasonable  and  proper  rules  and  regulations  to 
govern  its  proceedings,  the  service  of  process,  to  administer  oaths, 
and  to  regulate  the  mode  and  manner  of  all  its  investigations,  in- 
spections and  hearings:  Provided,  however.  That  in  the  taking 
of  testimony  the  rules  of  evidence,  as  recognized  by  the  supreme 
court  of  the  state  of  Kansas  in  original  proceedings  therein,  shall 


4244     Labor  and  Capital  and  Industrial  Relations 

be  observed  by  said  Court  of  Industrial  Relatious ;  and  testimony 
so  taken  sball  in  all  cases  be  transcribed  by  the  reporter  for  said 
Court  of  Industrial  Relations  in  duplicate,  one  copy  of  said  tes- 
timony to  be  filed  among  the  permanent  records  of  said  court, 
and  the  other  to  be  submitted  to  said  supreme  court  in  case  the 
matter  shall  be  taken  to  said  supreme  court  under  the  provisions 
of  this  act. 

§  6,  It  is  hereby  declared  and  determined  to  be  necessary  for 
the  public  peace,  health  and  general  welfare  of  the  people  of  the 
state  that  the  industries,  employments,  public  utilities  and  com- 
mon carriers  herein  specified  shall  be  operated  with  reason-able 
continuity  and  efficiency  in  order  that  the  people  of  this  state  may 
live  in  peace  and  security,  and  be  supplied  with  the  necessaries 
of  life.  No  person,  firm,  corporation,  or  association  of  persons 
shall  in  any  manner  or  to  any  extent,  willfully  hinder,  delay, 
limit  or  suspend  such  continuous  and  efficient  operation  for  the 
purpose  of  evading  the  purpose  and  intent  of  the  provisions  of 
this  act;  nor  shall  any  person,  firm,  corporation,  or  association 
of  persons  do  any  act  or  neglect  or  refuse  to  perform  any  duty 
herein  enjoined  with  the  intent  to  hinder,  delay,  limit  or  suspend 
such  continuous  and  efficient  operation  as  aforesaid,  except  under 
the  terms  and  conditions  provided  by  this  act. 

§  7.  In  case  of  a  controversy  arising  between  employers  and 
workers,  or  between  groups  or  crafts  of  workers,  engaged  in  any 
of  said  industries,  employments,  public  utilities,  or  common  car- 
riers, if  it  shall  appear  to  said  Court  of  Industrial  Relations  that 
said  controversy  may  endanger  the  continuity  or  efficiency  of  serv- 
ice of  any  of  said  industries,  employments,  public  utilities  or 
common  carriers,  or  affect  the  production  or  transportation  of  the 
necessaries  of  life  affected  or  produced  by  said  industries  or  em- 
ployments, or  produce  industrial  strife,  disorder  or  waste,  or  en- 
danger the  orderly  operation  of  such  industries,  employments, 
public  utilities  or  common  carriers,  and  thereby  endanger  the 
public  peace  or  threaten  the  public  health,  full  power,  authority 
and  jurisdiction  are  hereby  granted  to  said  Court  of  Industrial 
Relations,  upon  its  own  initiative,  to  summon  all  necessary  par- 
ties before  it  and  to  investigate  said  controversy,  and  to  make  such 
temporary  findings  and  orders  as  may  be  necessary  to  preserve  the 
Mnl)lic  peace  and  welfare  and  to  preserve  and  protect  the  status 
of  the  parties,  property  and  public  interests  involved  pending  said 
investigations,  and  to  take  evidence  and  to  examine  all  necessary 


The  Kansas  Court  of  Industrial  Relations  4245 

records,  and  to  investigate  conditions  surrounding  the  workers, 
and  to  consider  the  wages  paid  to  labor  and  the  return  accruing 
to  capital,  and  the  rights  and  welfare  of  the  public,  and  all  other 
matters  affecting  the  conduct  of  said  industries,  employments, 
public  utilities  or  common  carriers,  and  to  settle  and  adjust  all 
such  controversies  by  such  findings  and  orders  as  provided  in  this 
act.  It  is  further  made  the  dutv  of  said  Court  of  Industrial  Rela- 
tions,  upon  complaint  of  either  party  to  such  controversy,  or  upon 
complaint  of  any  ten  citizen  taxpayers  of  the  community  in  which 
such  industries,  employments,  public  utilities  or  common  carriers 
are  located,  or  upon  the  complaint  of  the  attorney-general  of  the 
state  of  Kansas,  if  it  shall  be  made  to  appear  to  said  court  that 
the  parties  are  unable  to  agree  and  that  such  controversy  may 
endanger  the  continuity  or  efficiency  of  service  of  any  of  said 
industries,  employments,  public  utilities  or  common  carriers,  or 
affect  the  product  or  transportation  of  the  necessaries  of  life  af- 
fected or  produced  by  said  industries  or  employments,  or  produce 
industrial  strife,  disorder  or  waste,  or  endanger  the  orderly  oper- 
ation of  such  industries,  employments,  public  utilities  or  common 
carriers,  and  thereby  endanger  the  public  peace  or  threaten 
the  public  health,  to  proceed  and  investigate  and  determine  said 
controversy  in  the  same  manner  as  though  upon  its  own  initiative. 
After  the  conclusion  of  any  such  hearing  and  investigation,  and 
as  expeditiously  as  possible,  said  Court  of  Industrial  Relations 
shall  make  and  serve  upon  all  interested  parties  its  findings,  stat- 
ing specifically  the  terms  and  conditions  upon  which  said  indus- 
try, employment,  utility  or  common  carrier  should  be  thereafter 
conducted  insofar  as  the  matters  determined  by  said  court  a^re 
concerned. 

§  8.  The  Court  of  Industrial  Relations  shall  order  such 
changes,  if  any,  as  are  necessary  to  be  made  in  and  about  the 
conduct  of  said  industry,  employment,  utility  or  common  carrier, 
in  the  matters  of  working  and  living  conditions,  hours  of  labor, 
rules  and  practices,  and  a  reasonable  minimum  wage,  or  standard 
of  wages,  to  conform  to  the  findings  of  the  court  in  such  matters, 
as  provided  in  this  act,  and  such  orders  shall  be  served  at  the  same 
time  and  in  the  same  manner  as  provided  for  the  service  of  the 
court's  findings  in  this  act :  Provided,  All  such  terms,  conditions 
and  wages  shall  be  just  and  reasonable  and  such  as  to  enable  such 
industries,  employments,  utilities  or  common  carriers  to  continue 
with  reasonable  efficiency  to  produce  or  transport  their  products 


4246     Labor  and  Capital  axd  Ikdustrial  RELATioisrs 

or  continue  their  operations  and  thus  to  promote  the  general  wel- 
fare. Service  of  such  order  shall  he  made  in  the  same  manner 
as  service  of  notice  of  any  hearing  before  said  couit  as  provided 
by  this  act.  Such  terms,  conditions,  rules,  practices,  wages,  or 
standard  of  wages,  so  fixed  and  determined  by  said  court  and  stated 
in  said  order,  shall  continue  for  such  reasonable  time  as  mav  be 
fixed  by  said  court,  or  until  changed  by  agreement  of  the  parties 
with  the  approval  of  the  court.  If  either  party  to  such  contro- 
versy shall  in  good  faith  comply  with  any  order  of  said  Court  of 
Industrial  Relations  for  a  period  of  sixty  days  or  more,  and  shall 
find  said  order  unjust,  unreasonable  or  impracticable,  said  party 
may  apply  to  said  Court  of  Industrial  Relations  for  a  modification 
thereof  and  said  Court  of  Industrial  Relations  shall  hear  and  de- 
termine said  application  and  make  findings  and  orders  in  like 
manner  and  with  like  eft'ect  as  originally.  In  such  case  the  evi- 
dence taken  and  submitted  in  the  original  hearing  may  be  con- 
sidered. 

§  9.  It  is  hereby  declared  necessary  for  the  promotion  of  the 
general  welfare  that  workers  engaged  in  any  of  said  industries, 
employments,  utilities  or  common  carriers  shall  receive  at  all 
times  a  fair  wage  and  have  healthful  and  moral  surroundings 
while  engaged  in  such  labor;  and  that  capital  invested  therein 
shall  receive  at  all  times  a  fair  rate  of  return  to  the  owners  thereof. 
The  right  of  every  person  to  make  his  own  choice  of  employment 
and  to  make  and  carry  out  fair,  just  and  reasonable  contracts  and 
agreements  of  employment,  is  hereby  recognized.  If,  during  the 
continuance  of  any  such  employment,  the  terms  or  conditions 
of  any  such  contract  or  agreement  hereafter  entered  into, 
are  by  said  court,  in  any  action  or  proceeding  properly  be- 
fore it  under  the  provisions  of  this  act,  found  to  be  unfair,  unjust 
wr  unreasonable,  said  Court  of  Industrial  Relations  may  by  proper 
order  so  modify  the  terms  and  conditions  thereof  so  that  they  will 
be  and  remain  fair,  just  and  reasonable  and  all  such  orders  shall 
be  enforced  as  in  tiiis  act  pi'ovided. 

§  10.  Before  any  hearing,  trial  or  investigation  shall  be  held 
by  said  court,  such  notice  as  the  court  shall  deem  necessary  shall 
be  given  to  all  parties  interested  by  registered  U.  9.  mail  ad- 
dressed to  said  parties  to  the  post  office  of  the  usual  place  of  resi- 
dence or  business  of  said  interested  parties  when  same  is  known, 
or  by  the  publication  of  notice  in  some  newspaper  of  general  circu- 
lation in  the  county  in  which  said  industry  or  employment,  or  the 


The  Kansas  Coukt  of  Industrial  Relations  42-i7 

principal  office  of  such  utility  or  common  carrier  is  located,  and 
said  notice  shall  fix  the  time  and  place  of  said  investigation  or 
hearing.  The  costs  of  publication  shall  be  paid  by  said  court  out 
of  any  funds  available  therefor.  Such  notice  shall  contain  the 
substance  of  the  matter  to  be  investigated,  and  shall  notify  all 
persons  interested  in  said  matter  to  be  present  at  the  time  and 
place  named  to  give  such  testimony  or  to  take  such  action  as  they 
may  deem  proper. 

§  11.  Said  Court  of  Industrial  Relations  may  employ  a 
competent  clerk,  marshal,  shorthand  reporter,  and  such  expert 
accountants,  engineers,  stenographers,  attorneys  and  other  em- 
ployees as  may  be  necessary  to  conduct  the  business  of  said  court ; 
shall  provide  itself  with  a  proper  seal  and  shall  have  the  power 
and  authority  to  issue  summons  and  subpoenas  and  compel  the 
attendance  of  witnesses  and  parties  and  to  compel  the  production 
of  the  hooks,  correspondence,  files,  records,  and  accounts  of  any 
industry,  employment,  utility  or  common  carrier,  or  of  any  per- 
son, corporation,  association  or  union  of  employees  affected,  and 
to  make  any  and  all  investigations  necessary  to  ascertain  the  truth 
in  regard  to  said  controversy.  In  case  any  person  shall  fail  or 
refuse  to  obey  any  summons  or  subpoena  issued  by  said  court  after 
due  service  then  and  in  that  event  said  court  is  herebv  authorized 
and  empowered  to  take  proper  proceedings  in  any  court  of  com- 
petent jurisdiction  to  compel  obedience  to  such  summons  or  sub- 
poena. Employees  of  said  court  whose  salaries  are  not  fixed  by 
law  shall  be  paid  such  compensation  as  may  be  fixed  by  said  court, 
with  the  approval  of  the  governor. 

§  12.  In  case  of  the  failure  or  refusal  of  either  party  to  said 
controversy  to  obey  and  be  governed  by  the  order  of  said  Court 
of  Industrial  Relations,  then  and  in  that  event  said  court  is  hereby 
authorized  to  bring  proper  proceedings  in  the  supreme  court  of 
the  state  of  Kansas  to  compel  compliance  with  said  order ;  and  in 
case  either  party  to  said  controversy  should  feel  aggrieved  at  any 
order  made  and  entered  by  said  Court  of  Industrial  Relations, 
such  party  is  hereby  authorized  and  empowered  within  ten  days 
after  service  of  such  order  upon  it  to  bring  proper  proceedings  in 
the  supreme  court  of  the  state  of  Kansas  to  compel  said  Court  of 
Industrial  Relations  to  make  and  enter  a  just,  reasonable  and  law- 
ful order  in  the  premises.  In  case  of  such  proceedings  in  the 
supreme  court  by  either  party,  the  evidence  produced  before  said 
Court  of  Industrial  Relations  may  be  considered  by  said  supreme 


4248     Labor  and  Capital  aad   Lndustrial  Relation's 

court,  but  said  supreme  court,  if  it  deem  further  evidence  neces- 
sary to  enable  it  to  render  a  just  and  proper  judgment,  may  admit 
such  additional  evidence  in  open  court  or  order  it  taken  and  tran- 
scribed by  a  master  or  commissioner.  In  case  any  controversy 
shall  be  taken  by  either  party  to  the  supreme  court  of  the  state  of 
Kansas  under  the  provisions  of  this  act,  said  proceeding  shall  take 
precedence  over  other  civil  cases  before  said  court,  and  a  hearing 
and  determination  of  the  same  shall  be  by  said  court  expedited  as 
fully  as  may  be  possible  consistent  with  a  care  ful  and  thorough 
trial  and  consideration  of  said  matter. 

§  13.  No  action  or  proceeding  in  law  or  equity  shall  be  brought 
by  any  person,  firm  or  corporation  to  vacate,  set  aside,  or  suspend 
any  order  made  and  served  as  provided  in  this  act,  unless  such 
action  or  proceeding  shall  be  commenced  within  thirty  days  from 
the  time  of  the  service  of  such  order. 

§  14.  Any  union  or  association  of  workers  engaged  in  the  opera- 
tion of  such  industries,  employments,  public  utilities  or  common 
carriers,  which  shall  incorporate  under  the  laws  of  this  state  shall 
be  by  said  Court  of  Industrial  Eelations  considered  and  recognized 
in  all  its  proceedings  as  a  legal  entity  and  may  appear  before  said 
Court  of  Industrial  Relations  through  and  by  its  proper  officers, 
attorneys  or  other  representatives.  The  right  of  such  corpora- 
tions, and  of  sucih  unincorporated  unions  or  associations  of 
workers,  to  bargain  collectively  for  their  members  is  hereby  recog- 
nized: Provided,  That  the  individual  members  of  such  unincor- 
porated unions  or  associations,  who  shall  desire  to  avail  themselves 
of  such  right  of  collective  bargaining,  shall  appoint  in  writing 
some  officer  or  officers  of  such  union  or  association,  or  some  other 
person  or  persons  as  their  agents  or  trustees  with  authority  to 
enter  into  such  collective  bargains  and  to  represent  each  and  every 
of  said  individuals  in  all  matters  relating  thereto.  Such  written 
appointment  of  agents  or  trustees  shall  be  made  a  permanent 
record  of  such  union  or  association.  All  such  collective  bargains, 
contracts,  or  agreements  shall  be  subject  to  the  provisions  of  sec- 
tion nine  of  this  act. 

§  15.  It  shall  be  unlawful  for  any  person,  firm  or  corporation 
to  discharge  any  employee  or  to  discriminate  in  any  way  against 
any  employee  because  of  the  fact  that  any  such  employee  may 
testify  as  a  witness  before  the  Court  of  Industrial  Relations,  or 
shall  sign  any  complaint  or  shall  be  in  any  way  instrumental  in 
bringing  to  the  attention  of  the  Court  of  Industrial  Relations  any 


The  Kansas  Court  of  Industriai-  Kklations  4249 

matter  of  controversy  between  employers  and  employees  as  pro- 
vided herein.  It  shall  also  be  unlawful  for  any  two  or  more  per- 
sons, by  conspiring  or  confederating  together,  to  injure  in  any 
manner  any  other  person  or  persons,  or  any  corporation,  in  his, 
their,  or  its  business,  labor,  enterprise,  or  peace  and  security,  by 
boycott,  by  discrimination,  by  picketing,  by  advertising,  by  propa- 
ganda, or  other  means,  because  of  any  action  taken  by  any  such 
person  or  persons,  or  any  corporation,  under  any  order  of  said 
court,  or  because  of  any  action  or  proceeding  instituted  in  said 
court,  or  because  any  such  person  or  persons,  or  corporation,  shall 
have  invoked  the  jurisdiction  of  said  court  in  any  matter  provided 
for  herein. 

§  16.  It  shall  be  unlawful  for  any  person,  firm,  or  corporation 
engaged  in  the  operation  of  any  such  industry,  employment, 
utility  or  common  carrier  willfully  to  limit  or  cease  operations 
for  the  purpose  of  limiting  production  or  transportation  or  to 
affect  prices,  for  the  purpose  of  avoiding  any  of  the  provisions  of 
this  act ;  but  any  person,  firm  or  corporation  so  engaged  may  apply 
to  said  Court  of  Industrial  Relations  for  authority  to  limit  or  cease 
operations,  stating  the  reasons  therefor,  and  said  Court  of  In- 
dustrial Relations  shall  hear  said  application  promptly,  and  if 
said  application  shall  be  found  to  be  in  good  faith  and  meritorious, 
authority  to  limit  or  cease  operations  shall  be  granted  by  order  of 
said  court.  In  all  such  industries,  employments,  utilities  or  com- 
mon carriers  in  which  operation  may  be  ordinarily  affected  by 
changes  in  season,  market  conditions,  or  other  reasons  or  causes 
inherent  in  the  nature  of  the  business,  said  Court  of  Industrial 
Relations  may,  upon  application  and  after  notice  to  all  interested 
parties,  and  investigation,  as  herein  provided,  make  orders  fixing 
rules,  regulations  and  practices  to  govern  the  operation  of  such 
industries,  employments,  utilities  or  common  carriers  for  the  pur- 
pose of  securing  the  best  service  to  the  public  consistent  with  the 
rights  of  employers  and  employees  engaged  in  the  operation  of 
such  industries,  employments,  utilities  or  common  carriers. 

§  17.  It  shall  be  unlawful  for  any  person,  firm  or  corpora- 
tion, or  for  any  association  of  persons,  to  do  or  perform  any 
act  forbidden,  or  to  fail  or  refuse  to  perform  any  act  or  duty 
enjoined  by  the  provisions  of  this  act,  or  to  conspire  or  confederate 
^■with  others  to  do  or  perform  any  act  forbidden,  or  to  fail  oi 
refuse  to  perform  any  act  or  duty  enjoined  by  the  provisions  of 
this  act,  or  to  induce  or  intimidate  any  person,  firm  or  corporation 


4250    -Labor  and  Capital  and  Industrial  Relations 

engaged  in  any  of  said  industries,  employments,  utilities  or  com- 
mon carriers  to  do  any  act  forbidden,  or  to  fail  or  refuse  to  per- 
form any  act  or  duty  enjoined  by  the  provisions  of  this  act,  for 
the  purpose  or  with  the  intent  to  hinder,  delay,  limit,  or  suspend 
the  operation  of  any  of  the  industries,  employments,  utilities  or 
common  carriers  herein  specified  or  indicated,  or  to  delay,  limit, 
or  suspend  the  production  or  transportation  of  the  products  of 
such  industries,  or  employments,  or  the  service  of  such  utilities 
or  common  carriers :  Provided,  That  nothing  in  this  act  shall  be 
construed  as  restricting  the  right  of  any  individual  employee  en- 
gaged in  the  operation  of  any  such  industry,  employment,  public 
utility,  or  common  carrier  to  quit  his  employment  at  any  time, 
but  it  shall  be  unlawful  for  any  such  individual  employee  or  other 
person  to  conspire  with  other  persons  to  quit  their  employment  or 
to  induce  other  persons  to  quit  their  employment  for  the  purpose 
of  hindering,  delaying,  interfering  with,  or  suspending  the  opera- 
tion of  any  of  the  industries,  employments,  public  utilities,  or 
common  carriers  governed  by  the  provisions  of  this  act,  or  for  any 
person  to  engage  in  what  is  known  as  "  picketing,"  or  to  intimi- 
date by  threats,  abuse,  or  in  any  other  manner,  any  person  or 
persons  with  intent  to  induce  such  person  or  persons  to  quit 
such  employment,  or  for  the  purpose  of  deterring  or  preventing 
any  other  person  or  persons  from  accepting  employment  or  from 
remaining  in  the  employ  of  any  of  the  industries,  employments, 
public  utilities,  or  common  carriers  governed  by  the  provisions 
of  this  act. 

§  18.  Any  person  willfully  violating  the  provisions  of  this  act, 
or  any  valid  order  of  said  Court  of  Industrial  Relations,  shall  be 
deemed  guilty  of  a  misdemeanor,  and  upon  conviction  thereof  in 
any  court  of  competent  jurisdiction  of  this  state  shall  be  punished 
hj  a  fine  of  not  to  exceed  $1,000,  or  by  imprisonment  in  the  county 
jail  for  a  period  of  not  to  exceed  one  year,  or  by  both  such  fine 
and  imprisonment. 

§  19.  Any  ofiicer  of  any  corporation  engaged  in  any  of  the 
industries,  employments,  utilities  or  common  carriers  herein 
named  and  specified,  or  any  officer  of  any  labor  union  or  asso- 
ciation of  persons  engaged  as  workers  in  any  such  industry,  em- 
ployment, utility  or  common  carrier,  or  any  employer  of  labor, 
coming  within  the  provisions  of  this  act,  who  shnll  willfully  use 
the  power,  authority  or  influence  incident  to  his  official  position, 
or  to  his  position  as  an  employer  of  others,  and  by  such  means 


The  Kaistsas  Court  of  Industrial  Relations       4251 

shall  intentionally  influence,  impel,  or  compel  any  other  person 
to  violate  any  of  the  provisions  of  this  act,  or  any  valid  order  of 
said  Court  of  Industrial  Relations,  shall  be  deemed  guilty  of  a 
felony  and  upon  conviction  thereof  in  any  court  of  competent  juris- 
diction shall  be  punished  by  a  fine  not  to  exceed  $5,000,  or  by  im- 
prisonment in  the  state  penitentiary  at  hard  labor  for  a  term  not 
to  exceed  two  years,  or  by  both  such  fine  and  imprisonment. 

§  20,  In  case  of  the  suspension,  limitation  or  cessation  of  the 
operation  of  any  of  the  industries,  employments,  public  utilities 
or  common  carriers  affected  by  this  act,  contrary  to  the  provisions 
hereof,  or  to  the  orders  of  said  court  made  hereunder,  if  it  shall 
appear  to  said  court  that  such  suspension,  limitation,  or  cessa- 
tion shall  seriously  affect  the  public  welfare  by  endangering  the 
public  peace,  or  threatening  the  public  health,  then  said  court  is 
hereby  authorized,  empowered  and  directed  to  take  proper  pro- 
ceedings in  any  court  of  competent  jurisdiction  of  this  state  to 
take  over,  control,  direct  and  operate  said  industry,  employment, 
public  utility  or  common  carrier  during  such  emergency :  Pro- 
vided, That  a  fair  return  and  compensation  shall  be  paid  to  the 
owners  of  such  industry,  employment,  public  utility  or  common 
carrier,  and  also  a  fair  wage  to  the  workers  engaged  therein,  dur- 
ing the  time  of  such  operation  under  the  provisions  of  this  section. 

§  21.  When  any  controversy  shall  arise  between  employer  and 
employee  as  to  wages,  hours  of  employment,  or  working  or  living 
conditions,  in  any  industry  not  hereinbefore  specified,  the  parties 
to  such  controversv  mav,  bv  mutual  agreement,  and  with  the  con- 
sent  of  the  court,  refer  the  same  to  the  Court  of  Industrial  Rela- 
tions for  its  findings  and  orders.  Such  agreement  of  reference 
shall  be  in  writing,  signed  by  the  parties  thereto ;  whereupon  said 
court  shall  proceed  to  investigate,  hear,  and  determine  said  con- 
ti'oversy  as  in  other  cases,  and  in  such  case  the  findings  and  orders 
of  the  Court  of  Industrial  Relations  as  to  said  controversy  shall 
have  the  same  force  and  effect  as  though  made  in  anv  essential 
industry  as  herein  provided. 

§  22.  Whenever  deemed  necessary  by  the  Court  of  Industrial 
Relations,  the  court  may  appoint  such  person,  or  persons,  having 
a  technical  knowledge  of  bookkeeping,  engineering,  or  other  tech- 
nical subjects  involved  in  any  inquiry  in  which  the  court  is  en- 
gaged, as  a  commissioner  for  the  purpose  of  taking  evidence  with 
relation  to  such  subject  Such  commissioner  when  appointed  shall 
take  an  oath  to  well  and  faithfully  perform  the  duties  imposed 


4252     Labor  a^^d  Capital  an'd  Industrial  Relations 

upon  him,  and  shall  thereafter  have  the  same  power  to  administer 
oaths,  compel  the  production  of  evidence,  and  the  attendance  of 
witnesses  as  the  said  court  would  have  if  sitting  in  the  same 
matter.  Said  commissioner  shall  receive  such  compensation  as 
mav  be  provided  by  law  or  by  the  order  of  said  court,  to  be  ap- 
proved by  the  governor. 

§  23.  Any  order  made  by  said  Court  of  Industrial  Relations 
as  to  a  minimum  wage  or  a  standard  of  wages  shall  be  deemed 
prima  facie  reasonable  and  just,  and  if  said  minimum  wage  or 
standard  of  wages  shall  be  in  excess  of  the  wages  theretofore  paid 
in  the  industry,  emplo^nnent,  utility  or  common  carrier,  then  and 
in  that  event  the  workers  affected  therebv  shall  be  entitled  to 
receive  said  minimum  wage  or  standard  of  wages  from  the  date 
of  the  service  of  summons  or  publication  of  notice  instituting  said 
investigation,  and  shall  have  the  right  individually  or  in  case  of 
incorporated  unions  or  associations,  or  unincorporated  unions  or 
associations  entitled  thereto,  collectivelv,  to  recover  in  anv  court 
of  competent  jurisdiction  the  difference  between  the  wages 
actually  paid  and  said  minimum  wage  or  standard  of  wages  so 
found  and  determined  by  said  court  in  such  order.  It  shall  be 
the  duty  of  all  employers  affected  by  the  provisions  of  this  act, 
during  the  pendency  of  any  investigation  brought  under  this  act, 
or  any  litigation  resulting  therefrom,  to  keep  an  accurate  account 
of  all  wages  paid  to  all  workers  interested  in  said  investigation  or 
proceeding:  Provided,  That  in  case  said  order  shall  fix  a  wage 
or  standard  of  wages  which  is  lower  than  the  wages  theretofore 
paid  in  the  industry,  employment,  utility  or  common  carrier 
affected,  then  and  in  that  event  the  employers  shall  have  the  same 
right  to  recover  in  the  same  manner  as  provided  in  this  section 
with  reference  to  the  workers. 

§  24.  With  the  consent  of  the  governor,  the  judges  of  said 
Court  of  Industrial  Relations  are  hereby  authorized  and  em- 
powered to  make,  or  cause  to  be  made,  within  this  state  or  else- 
where, such  investigations  and  inquiries  as  to  industrial  condi- 
tions and  relations  as  may  be  profitable  or  necessary  for  the 
purpose  of  familiarizing  themselves  with  industrial  problems 
such  as  may  arise  under  the  provisions  of  this  act.  All  the 
expenses  incurred  in  the  performance  of  their  offic-ial  duties  by 
the  individual  members  of  said  court  and  by  the  employees  and 
officers  of  said  court,  shall  be  paid  by  the  state  out  of  funds 
;ippropriatod  therefor  by  the  legislature,  but  all  warrants  covering 
such  expenses  shall  be  approved  by  the  governor  of  said  state. 


The  Kansas  Court  of  Industrial  Relations       4253 

§  25.  The  rights  and  remedies  given  and  provided  by  this  act 
shall  be  constinied  to  be  cumulative  of  all  other  laws  in  force 
in  said  state  relating  to  the  same  matters,  and  this  act  shall  not 
be  interpreted  as  a  repeal  of  any  other  act  now  existing  in  said 
state  with  reference  to  the  same  matters  referred  to  in  this  act, 
except  where  the  same  may  be  inconsistent  with  the  provisions 
of  this  act. 

§  26.  The  provisions  of  this  act  and  all  grants  of  power, 
authority  and  jurisdiction  herein  made  to  said  Court  of  Industrial 
Relations  shall  be  liberally  construed  and  all  incidental  powers 
necessary  to  cany  into  effect  the  provisions  of  this  act  are  hereby 
expressly  granted  to  and  conferred  upon  said  Court  of  Industrial 
Relations. 

§  27.  Annually  and  on  or  before  January  first  of  each  year, 
said  Court  of  Industrial  .Relations  shall  formulate  and  make  a 
report  of  all  its  acts  and  proceedings,  including  a  financial  state- 
ment of  expenses,  and  shall  submit  the  same  to  the  governor  of 
this  state  for  his  information.  Ail  expenses  incident  to  the  con- 
duct of  tho  business  of  said  Court  of  Industrial  Relations  shall 
be  paid  by  the  said  court  on  warrants  signed  by  its  presiding 
judge  and  clerk,  and  countersigned  by  the  governor  and  shall  be 
paid  out  of  funds  appropriated  therefor  by  the  legislature.  The 
said  Court  of  Industrial  Relations  shall,  on  or  before  the  con- 
vening of  the  legislature,  make  a  detailed  estimate  of  the  probable 
expenses  of  conducting  its  business  and  proceedings  for  the  ensu- 
ing two  years,  and  attach  thereto  a  copy  of  the  reports  furnished 
the  governor,  all  of  which  shall  be  submitted  to  the  governor  of 
this  state  and  by  him  submitted  to  the  legislature. 

§  28.  If  any  section  or  provision  of  this  act  shall  be  found 
invalid  by  any  court,  it  shall  be  conclusively  presumed  that  this 
act  would  have  been  passed  by  the  legislature  without  such  invalid 
section  or  provision,  and  the  act  as  a  whole  shall  not  be  declared 
invalid  by  reason  of  the  fact  that  one  or  more  sections  or  pro- 
visions may  be  found  to  be  invalid  by  any  court. 

§  29.  All  acts  and  parts  of  acts  in  conflict  herewith  are  hereby 
repealed. 

§  30.  This  act  shall  take  effect  and  be  in  force  from  and  after 
its  publication  in  the  official  state  paper. 


ADDENDUM 


SECTION  III 


EDUCATIONAL  TRAINING  FOR  CITIZENSHIP 

Notes  on  Sub-section  II.     Citizenship  Training  —  The  United  States  Govern- 
ment       4261 

III.  Citizenship  Training  in  the  S  ate  of  New  York.  .  .     4262 

IV.  Citizensh'p    Training    in    all    States    Other    Than 

New  York 4278 

Note  on  Imuaigrant  Education  in  Cauada.  4425 


[4i'55] 


SECTION  III 


NOTES  ON  SUB-SECTION  II 

CITIZENSHIP  TRAIXIXG  — THE  UNITED  STATES  GOVERNMENT 

Notes  on  Chapters  I  and  II 4261 

NOTES  ON  SUB-SECTION  III 
CITIZENSHIP  TRAINING  IN  THE  STATE  OF  NEW  YORK 

Note  on  Chapter  XIII. 

1.  Alfred  —  Alfred  University 4262 

2.  Brooklyn  —  Adelphi  College 4262 

3.  Brooklyn  —  Maxwell  Training  School  for  Teachers 4263 

4.  New  York  City 4270 

a.  College  of  the  City  o'  New  York 4270 

b.  Hunter  College  of   he  City  of  New  York 4271 

c.  New  York  University 4272 

d.  Teachers  College 4274 

5.  Rochester 4276 

6.  Schenectady  —  Union  College 4277 

NOTES  ON  SUB-SECTION  IV 

CITIZENSHIP  TRAINING  IN  ALL  STATES   OTHER  THAN  NEW   YORK 

Note  on  Chapter  I.                  Alabama 4278 

Note  on  Chapter  IV.  California. 

1.  State  Activities 4278 

2.  Sacramento 4288 

3.  San  Diego 4289 

Note  on  Chapter  V.                 Colorado 4291 

Note  on  Chapter  VI.  Connecticut. 

1.  State  Acti\'ities 4293 

2.  Bridgeport 4293 

3.  Hartford 4298 

4.  Waterbury 4299 

Note  on  Chapter  VII.              Delaware 4301 

Note  on  Chapter  X.                 Idaho 4339 

[42571 

133 


4258  Addendum 

Notes  on  Sub-section  IV  —  Continued 

Note  on  Chapter  XI.  Illinois. 

1.  Chicago 4339 

Note  on  Chapter  XII.  Ind  ana. 

1.  Indianapolis 4341 

2.  Evansville 4342 

Note  on  Chapter  XIII.            Iowa 4343 

Note  on  Chapter  XIV.  Kansas. 

1.  Kansas  City 4344 

Note  on  Chapter  XV.              Kentucky 4345 

Note  on  Chapter  XV  .  Louisiana. 

1.  Stale  Ac  ivities 4345 

2.  New  Orleans 4345 

Note  on  Chapter  XVII.           Maine 4346 

Note  on  Chapter  XIX.  Mas  achusetts. 

1.  State  Activities 4347 

2.  Boston 4347 

3.  Boston  Univer  ity 4348 

4.  The  Women's  Municipal  League  of  Boston 4356 

5.  Fall  River 4357 

6.  Lawrence 4359 

7.  New  Bedford 4365 

Not«  on  Chapter  XX.  Michigan. 

1.  State  Activities 4366 

2.  Grand  Rapids 4366 

Note  on  Chapter  XXI.  Minnesota. 

1.  University  of  Minnesota 4369 

2.  Duluth 4369 

Note  on  Chapter  XXIV.         Montana 4371 

Note  on  Chapter  XXV.  Nebraska. 

1 .  Omaha 4371 

Note  on  Chapter  XXVII.        New  Hampshire 4372 

No  e  on  Chapter  XXVIII.       New  Jersey. 

1.  Mate  Activities 4373 

2.  Newark 4375 

3.  Paterflon 4381 


Educational  Traiis'ing  for  Citizenship  4259 

Notes  on  Sub-section  IV  —  Concluded 

Note  on  Chapter  XXXI.         North  Dakota ; 4382 

Note  on  Chapter  XXXII.        Ohio. 

1.  Dayton 43S2 

2.  Youngstown 4383 

Note  on  Chapter  XXXIV.      Oregon. 

1.  Portland 4384 

Note  on  Chapter  XXXV.        Pennsyl  ania. 

1.  State  Activities 4385 

2.  Altoona 4393 

3.  Erie 4394 

4.  Pittsburgh 4395 

5.  Reading 4403 

6.  Scranton 4403 

Note  on  Chapter  XXXVII.     South  Carolina 4418 

Note  on  Chapter  XL.  Texas. 

1.  El  Paso ! 4418 

2.  Galveston 4419 

3.  San  Antonio 4420 

Note  on  Chapter  XLII.  Vermont. 

1.  Montpelier 4421 

Note  on  Chapter  XLIII.  Virginia. 

1.  Richmond 4421 

Note  on  Chapter  XLIV.  Washington. 

1.  State  Activities 4421 

2.  Seattle 4422 

Note  on  Chapter  XLVII.         Wyoming. 

1.  State  Activities 4424 

2.  Casper 4424 

Note  on  Immigrant  Education  in  Canada 4425 


NOTES  ON  SUB-SECTION  II 

CITIZENSHIP  TRAINING  — THE  UNITED  STATES  GOVERNMENT 


NOTES  ON  CHAPTERS  I  AND  II 

Government  activities  in  the  Americanization  field  have  taken 
a  slump,  which  can  probably  be  accounted  for  by  the  fact  that  the 
close  of  the  war  led  certain  of  the  government  authorities  to  rest 
on  their  oars  and  feel  that  the  fight  is  won,  and  that  the  matter 
of  immigrant  education  may  now  give  way  to  other  activities. 
And  yet  the  Americanization  work  of  the  Government  was  not  a 
war  measure.  We  quote  from  two  letters  received  from  the  Chief 
Clerk  of  the  Bureau  of  Education  in  Washington : 

October  28,  1920 
*'  Congress  would  appropriate  no  funds  for  the  Ameri- 
canization work  so  we  were  compelled  to  close  our  Division 
a  number  of  months  ago  and  to  discontinue  the  publication 
of  the  Americanization  Magazine." 

N"ovember  3,  1920 
"  Secretary  Lane's  conference  of  1918  was  at  the  close 
of  rather  than  the  beginning  of  the  Americanization  work. 
The  work  of  Americanization  as  conducted  by  the  Bureau  of 
Education  was  in  no  sense  an  emergency  war  measure.  It 
was  really  begun  some  years  before  the  war.  It  is  possible 
that  Congress  looked  upon  it  as  a  war  measure  and  for  that 
reason  did  not  appropriate  funds  for  its  continuance,  but  I 
feci  that  the  reason  for  the  failure  of  the  appropriation  was 
rather  in  a  sentiment  that  arose  about  that  time  for  retrench- 
ment in  Government  expenditures." 

Advice  from  the  Senate  Committee  on  Education  and  Labor 
under  date  of  October  15th,  is  to  the  effect  that  "  there  can  be 
nothing  further  done  with  the  Americanization  Bill  until  the 
next  session  of  Congress  which  convenes  in  December." 

It  is  not  unlikely  that  the  withdrawal  of  appropriation  for 
Americanization  work,  by  Congress,  will  affe<!-t  the  chances  of 
this  bill,  if  it  is  again  introduced. 

[4261] 


NOTES  ON  SUB-SECTION  III 

CITIZENSHIP  TRAINING  IN  THE  STATE  OF  NEW  YORK 


NOTE  ON  CHAPTER  XHI 


1.  Alfred 

Letter  from  Peesident  Boothe  C.  Davis,  October  15,  1920: 
"  I  regret  that  it  has  been  found  impracticable  for  us  to 
add  veiy  much  to  the  curriculum  with  special  reference  to 
training  of  teachers  of  adult  foreign  born. 

"  We  are  offering  this  year,  however,  a  course  entitled 
*  The  Great  War  '  which  is  new  and  which  is  intended  to 
promote  Americanism  and  to  prepare  our  students  who  are 
to  become  teachers  to  deal  with  this  and  kindred  topics  more 
intelligently.  The  course  is  a  year  course,  the  class  meeting 
twice  each  week. 

"  Alfred  is  distinctively  a  rural  country  college.  We  have 
very  little  city  patronage.  Furthermore  the  large  increase 
of  students  and  congested  condition  has  taxed  our  resources 
to  the  utmost  in  carrvins:  out  the  regailar  curriculum  of  our 
work." 

2.  Brooklyn  —  Adelphi  College 

Letter  from  Dr.  Frank  D.  Blodgett,  President,  October  14, 
1920: 

"  In  co-operation  with  the  State  Education  Department 
Adelphi  last  year  introduced  a  course  in  Americanization. 
This  course  was  also  rejjeated  in  the  Summer  Session  and 
was  rated  as  a  3  point  course.  This  coming  year  we  are  to 
give  in  addition  to  a  2  point  course  in  Teaching  English  to 
Foreigners,  also  conducted  in  co-operation  with  the  State 
Department. 

"  The  second  course  has  not  yet  been  tried  out  and  I  should 
not  care  to  express  any  opinion  as  to  whether  the  time  allotted 
to  it  is  correct.  Reg-ardino;  the  course  in  Americanization 
I  should  say  that  the  length  of  it,  all  things  considered,  seems 
about  right  for  college  work.  Of  course  the  amount  of  time 
which  could  be  spent  u])on  it  could  very  profitably  be  much 
greater,  but  the  present  course  seems  to  give  the  student  a 
general  idea  of  the  work  and  to  arouse  enough  interest  so 
that  she  herself  will  cany  her  work  further." 

'[4J62] 


Colleges  and  Universities  4263 

Following  is  an  outline  of  the  course  in  Americanization  and 
Immigrant  Education  given  under  the  direction  of  the  Depart- 
ment of  Sociology: 

''  The  course  is  organized  in  co-operation  with  The  Uni- 
versity of  the  State  of  New  York.  Its  aim  is  to  prepare 
teachers  to  work  among  our  alien  population,  to  give  instruc- 
tion in  English  to  foreigners,  and  to  interpret  to  them  the 
customs,  laws,  standards  and  ideals  of  America. 

"  Some  of  the  topics  considered  will  include  the  assimila- 
tion of  the  immigrant;  the  alien  in  home,  industry  and 
politics;  methods  of  teaching  English  and  civics  to  immi- 
grants; general  problems  of  cooperation  between  all  agencies 
interested  in  the  work  of  Americanization. 

"  Certificates  will  be  granted  by  the  University  of  the 
State  of  Xew  York  to  those  who  complete  the  course  satisfac- 
torily. School  authorities,  when  considering  applicants  for 
work  with  adult  immigrants,  will  give  preference  to  holders 
of  these  state  certificates." 

3.  Maxwell  Training  School  for  Teachers  (referred  to  in  Sub-section 
III  of  Section  III  as  Brooklyn  Training  School  for  Teachers) 

Letter  from  Miss  Emma  L.  Johnston,  Principal,  October  18, 
1920: 

"  We  now  offer  two  elective  courses  for  the  training  of 
teachers  of  adult  immigrants.  One  is  an  eighteen-hour  course, 
and  the  other  a  thirty-eight-hour  course." 

The  teacher  of  these  courses  sent  the  following  report  of  her 
work  to  the  Committee: 

Aim:  The  aim  of  this  course  is  to  interpret  the  meaning  of 
Americanization,  to  train  teachers  to  give  the  immigrant  instruc- 
tion in  the  English  language  and  to  familiarize  him  with  American 
customs  and  standards  of  living. 

Scope:  The  subjects  under  discussion  include:  a  brief  survey 
of  racial  backgrounds;  state  and  federal  plans  for  solving  the 
immigrant  situation;  the  relation  of  school  work  to  the  foreign- 
born  problem;  and  the  most  successful  ways  and  means  of  teach- 
ing English  to  the  foreigner  that  he  may  be  made  more  susceptible 
to  the  Americanizing  influences  of  his  environment. 

Time:  Thirty-eight  periods  (45  minutes  each)  ;  a  briefer 
course,  eighteen  periods. 

Course:    Optional. 


426?"  t^iTiZENSHip  Training  in  the  State  of  New  Yoek 

BIBLIOGRAPHY  * 
Immigration 

Steiner. —  Immigrant  Tide,  its  Ebb  and  Flow. 
Atchison. —  On  American  InimigratJou. 
Graham. —  With  Poor  Immigrants  to  America. 
Hall. —  Immigration  and  its  Effect  upon  the  United  States. 
Haskin. —  The  Immigrant. 
Jenks  and  Lauck. —  Immigration  Problems. 
Steiner. —  On  the  Trail  of  the  Immigrant. 
Walpley. —  Problem  of  the  Immigrant. 
Schrieber. —  Immigi'ation  Forces. 

Robsrts. —  The  Industrial  and  Social  Life  of  Southern  Euro- 
peans in  America. 

Commons. —  Races  and  Immigrants  in  America. 

Steiner. —  Against  the  Current. 

Steiner. —  From  Alien  to  Citizen. 

Brown,  Outlook  1915. —  My  Immigrant  Neighbors. 

Special  Nationalities 

Armenmns 

Papazian, —  Tragedy  of  Armenia. 

Hepworth. —  Through  Armenia  on  Horseback. 

Blackwell. —  Armenian  Poems. 

Slam 
Balch. —  Our  Slavic  Fellow  Citizens. 
Capek. —  Slovaks  of  Hungary. 
Capek. —  Bohemia  Under  Hapsburg  Misrule. 
Reed. —  Serbia. —  A  Sketch. 

Winter. —  Russian  Empire  of  To-day  and  Yesterday. 
Jusaitis. —  History  of  the  Lithuanian  Nation. 
Ukrainian  National  Association. —  Ukraine's  Claim  to  Free- 
dom. 

Rumantians 
Kirke. —  Domestic  Life  in  Rumania. 

Greeks 
Burgess. —  Greeks  in  America. 


•  Some  of  these  books  present  an  advanced  point  of  view  which  should  be 
accepted  with  reservations. 


CoLi-EG£s  A.ND  Umveksities  4266 

Syrians 
Jessup. —  Syrian  Home  Life. 
Learv. —  Svria,  The  Land  of  Lebanon. 
Jessup. —  Fifty-Three  Years  in  S^ria. 

Italians 

Robbins,  Outlook  June  1905. —  Italian  To-day,  American  To 
morrow. 

Villari. —  Italian  Life  in  Town  and  Country. 

Fins 
Reade. —  Finland  and  the  Fins, 
lienwick, —  Finland  To-day. 

Portuguese 
Bell. —  Portugal  of  the  Portuguese. 
Young. —  Portugal  Old  and  Young. 
Geographic  Magazine,  June  1919. —  The  Azorea, 
Other  Nationalities,  Outlook  1919-1921). 
Reconstruction  Problems,  Outlook  1919. 
Stern. —  Mv  Mother  and  I. 
Cohen. —  Out  of  the  Shadow. 
Antin. —  Promised  Land. 
Riis. —  Making  of  an  American. 

Breshkofskv. —  Little  Grandmother  of  the  Russian  Revolnti'vi 
Rilibany. —  Far  Journey. 
Washington. —  Up  from  Slavery. 
Addams. —  Spirit  and  Youth  of  the  City  Streets. 
Addams. —  Twenty  Years  at  Hull  House. 
Antin. —  They  Who  Knock  at  Our  Gates. 
Patri. —  S'choolmaster  of  the  Great  City. 

Americanization  and  Citizenship 
Webster. —  Americanization  and  Citizenship. 
Richman,  Julia. —  Good  Citizenship. 
Baldwin. —  The  Story  of  Liberty. 

Giambollo. —  How  to  Become  a  Citizen  of  the  United  States. 
Mahoney. —  First  Steps  in  Americanization. 
Davis. —  Civics  for  ^ew  American". 
Roberts.- —  Civics  for  Coming  Americans. 
Knllmeyer. —  How  to  Become  a  Citizen  of  the  U.  S.  A. 
Mintz. —  The  Xew  American  Citizen. 


42GG     Citizenship  Training  in  the  State  of  New  York 

Americanization  Bulletins 

Lessons  in  Community  and  National  Life,  Bureau  of  Educa- 
tion, Washington,  D.  C. 

Correspondence  Course  in  Patriotism,  National  Security 
League,  W.  19  44th  St.,  New  York  City. 

Bureau  of  Naturalization,  Washington,  D.  C. 

Department  of  Education,  Albany,  N.  Y. 

Council  of  Jewish  Women,  Henry  St.,  New  York  City. 

Interracial  Council,  120  Broadway,  New  York  City. 

National  American  Committee,  29  West  39th  St.,  New  York 
City. 

National  Catholic  War  Council,  930  14th  St.,  Washington, 
D.  C. 

North  American  Civic  League,  Boston,  Mass. 

Y.  M.  C.  A  and  Y.  W.  C.  A.,  Brooklyn,  New  York. 

Office  of  "  The  Woman  Citizen,"  Fifth  Ave.,  New  York  City. 

U.  S.  Department  of  Labor,  5  Beekman  St.,  New  York  City 
(Literature  for  Foreigners). 

Method 

Bruel.— Teaching  of  Modern  Languages  and  Training  of 
Teachers. 

Goldberger.— English  for  Coming  Citizens. 
Goldberger.—  How  to  Teach  English  to  Foreigners. 
Brown.— S^iggested  Course  of   Study  and   Svllabus  for  non- 
English  speaking  adults. 

LaGuardia.— New  English  System  for  New  American  Citi- 
zens. 

Austin.—  Lessons  in  English  for  Foreign  Women. 
Field  and  Coveney.—  English  for  New  Americans. 
Houghton.—  First  Lessons  in  English  for  Foreigners. 
Price.— Direct  Method  of  Teaching  English  to  Foreigners. 
Goldwasser.— Method  and  Methods  in  Teaching  Engltsh. 
Chase.—  Primer  for  Foreign  Speaking  Women.'' 
Harrington.—  Books  for  Non-English  Speaking  People. 
Wallach.— A  First  Book  in  English  for  Foreigners. 
O'Brien.— English  for  Foreigners. 

Department  of  Education,  City  of  New  York.—  Svllabus  for 
the  Teaching  of  English  to  Foreigners  in  the  Eveninn-' Schools 
California.— San  Francisco,  525  Market  St.   (State  Commis- 
sioner). 


Colleges  and  U:?viveksities  42  G  7 

Eeport  of  Commission  of  Immigration  and  Housing. 

The  Home  Teachor. 

A  Discussion  on  Methods  of  Teaching  English  to  Adult  For- 
eigners. 
Ohio. —  Cleveland. 

Americanization  Progi'am  (City  Hall). 

Lessons  on  American  Citizenship  (Board  of  Education). 
Michigan.—  Detroit. 

Americanizing  a  city. 
New  York. —  Rochester. 

Rochester  Plan  of  Tmniigration   (University  State  of  N.   Y.). 
Delaware. —  Wilmington. 

Outline  for  Summer  School  Americanization  Course. 

Outline  of   Course 
I.  General  Principles  of  Americanization. 
A.  Introductory. 

a.  The  meaning  of  Americanization ;  historical  significance ; 

point  of  view. 

"Americanization  is  the  interpretation  through  reliable 
sources,  of  America  to  the  foreign  born  in  terms  of  his 
own  experience,  to  the  end  that  he  may  express  his 
loyalty  in  powerful  activity  in  service  for  this  his 
country." 

Read  Immigrants'  Review  in  America. 

b.  The  process  of  Americanization. 
1.  Agencies. 

(a)  Home  —  Classes;  visiting  teachers;  nurses. 

(b)  Community  —  Public  celebrations;  pageantry: 
community  center ;  housing  problem. 

(c)  Educational  Institutions  —  The  foreign  chikl 
medium  for  Americanization  at  our  disposal ; 
training  of  teachers. 

(d)  Industry — Safety,  medical,  educational  and  wel- 
fare departments. 

c.  The  beginning  and  development  of  the  Americanization 

Movement. 
1.   Campaigns    in    California,    Cleveland,    Rochester,    Wil- 
mington, etc. 

d.  Americanization  programs  —  IN'ational,  state,  community 

(industrial,  educational,  social). 


4268        OlTIZEXSUIP    TRAIN■I^^G    IN    THE    StATE    OF    XeW    YoEK 

e.  Brief  history  of  immigration  in  the  United  States. 

1.  The  immigi-ant  tide,   1890-1915  —  Xumbers;  source; 
distribution;  assimilation;  contribution. 

f.  Analysis  of  American  ideals  touching  the  immigrant  ex- 

perience. 

B.  European  backgrounds  of  racial  groups  largely  represented 

in  the  United  States. 

a.  Political  —  Significant    events    in   national   history;    sig- 

nificant political  conditions  in  Europe  to-day. 

b.  Economic  —  Occupations  ;  living  conditions ;  educational 

opportunities. 

c.  Linguistic  —  Characteristics    of   language   significant    to 

teachers  of  English. 

C.  Kacial  characteristics. 

D.  Study  of  conditions  among  the  foreigners  in  our  own  city 

—  Physical,  industrial,  political,  social,  religious. 
II.  Teaching  Methods. 

A.  Introductory  —  The  problem  of  the  Americanization  school 

and  the  means  employed  for  its  solution. 

B.  Organization  of  Americanization  schools. 

a.  Selection  of  meeting  places. 

b.  Publicity. 

*j 

c.  Formation  of  classes  and  grading  of  pupils. 

C.  Courses   of  study   and   program-principles   underlying  the 

selection  and  arrangement  of  material. 

D.  Recognized  methods  of  teaching  English   (direct;  transla- 

tion; variation). 

a.  Criticism   and  evaluation   of  several  methods   nov^   com- 

monly used. 

b.  Principles   underlying   the  selection   of  content   and    the 

adaptation  of  content  to  the  needs  of  different  types  of 
classes. 

c.  Strength  and  weakness  of  texts  commonly  used. 

d.  Organization  of  lesson  material. 

e.  Suggested  course  of  study. 

1.  Speaking. 

(a)  Building  a  vocabulary. 

(b)  Conversational  forms, 
(e)   Correction  of  errors. 

2.  Keading. 

(a)   Blackboard  work. 


Colleges  a.nd  UNivtKsniKa  ^'^^^ 

(b)  Familiar  signs. 

(c)  Posters. 

(d)  Text  books. 

(e)  Newspapers, 
8.  Writing. 

(a)  Copy  work. 

(b)  Dictation. 

(c)  Spelling. 

(d)  Letters. 

4.  Phonics. 

5.  Physical  exercise. 

6.  Arithmetic. 

7.  Memory  work. 

8.  Civics,  patriotism. 

9.  History. 
10.  Geography. 

E.  Important  teaching  principles  applied. 

a.  Lesson's  length. 

b.  Drill. 

c.  Class  activity  versus  Teacher  activity. 

d.  Socializing  the  instruction. 

F.  Special  classes  —  Candidates  for  naturalization;  mothers. 

G.  Examination  of  textbooks  and  illustrative  material  —  Plan 

of  Goldberger's  Syllabus  "  Teaching  English  to  Noa- 
English  Speaking  Adults,"  p.  49. 

H.  Attendance  problem. 

I.  Practice  teaching. 

J.  Observation  of  teaching  methods  and  recreation  in  Ameri- 
canization classes. 

Suggested  Topics  for  Written  Papers. 

The  foreign-born  woman. 

A  community  program. 

The  teaching  of  citizenship. 

Socializing  the  class. 

Democracy  through  the  neighborhood. 

The  naturalization  machinerv. 

The  employer  and  the  immigrant. 

The  treatment  of  immigrant  heritages. 

An  Americanization  health  policy. 

American  democracy  —  its  promise  and  its  perils. 


4270     Citizenship  Teaining  in  the  State  of  New  York 

4.  New  York  City 
a.  College  of  the  City  of  New  York 
This  is  one  of  the  institutions  offering  training  courses  for 
Americanization  teachers,  to  meet  the  requirements  of  the  State 
Department  of  Immigrant  Education.  The  following  outline 
was  sent  to  the  Committee  by  Dr.  Sidney  E.  Mezes,  President, 
October  20,  1920: 

I.  What  we  offer  for  training  to  teach  adult  immigrants. 

1.  Cultural  Background  of  New  York  City  People,   see 

p.  32  of  Extension  Announcement. 
(This  course  is  approved  by  the  State  Department 
of  Adult  Immigrant  Education  and  is   one  of 
three  courses  required.) 

2.  American  Government  and  Politics. 

An  interpretation  of  American  institutions,  not 
a  study  of  governmental  structure  or  bureau 
functions. 
(This  course  is  approved  by  the  State  Department 
of  Adult  Immigrant  Education  and  is  one  of 
three  courses  required.) 
8.  Teaching  Adult  Immigrant. 

Course  to  begin  in  January,  1921,  and  instructor 
to  be  paid  by  the  New  York  State  Department 
of  Education. 
(This  course  is  approved  by  the  State  Department 
of  Adult  Immigrant  Education  and  is  one  of 
three  courses  required.) 
II.  Plan  for  a  year's  course. 

The  State  Department  of  Education  has  drawn  up  these 
requirements: 

1.  Normal  School  graduation  or  2  years  of  college. 

2.  90  hours  of  work  — 

30  in  Immigrant  Background 
30  in  American  Government  and  Politics 
30   in   Methods   of  Teaching   Adult   Immi- 
grant. 
8.  Successful  teaching  experience  of  not  less  tliiin 

one  year. 
4.  One-half   year    teaching   non-English    speaking 
adults. 


Colleges  and  Universities  4271 

Hence  the  State  Department  expects  that  year  to  be  spent 
in: 

A.  Teaching,  and 

B.  Study  —  3  prescribed  courses. 

We  give  all. 

b.   HrNTEE  College  of  the  City  of  New  York 
The  letter  and  announcement  which  follow  were  received  from 
the  Director  of  the  College,  October  19,   1920: 

''  We    are    co-operating    with    the    State    Department    of 
Education  in  preparing  teachers  for  Americanization  work 
under  the  new  licenses  established  at  Albany.     For  that  pur- 
pose, we  are  giving  a  course  in  Methods  of  Teaching  English 
to  Foreigners  which  will  be  followed  next  term  bv  a  course 
in  The  Background  of  the  Immigrant.     Prospective  teachers 
take  courses  also  in  Civics  and  Government  which  will  be 
credited  toward  the  same  license." 
Hunter  College  of  the  City  of  New  York  —  Evening  Session 
In  cooperation   with   the    State   Department   of   Education   a 
course  in  the  Methods  of  Teaching  English  to  Foreigners  will 
be  given   at   Hunter   College   on   Fridays   from   4  to   6   o'clock, 
beginning  Friday,  October  8th. 

The  course  is  intended  for  teachers  of  English  to  Foreigners 
in  Evening  Schools,  in  Factory  Classes,  in  Home  Classes  and 
in  the  new  classes  for  foreign  born  children  now  being  organized 
in  many  public  schools. 

A  registration  fee  of  $2  will  be  the  only  charge  to  New  York 
City  teachers.  The  course  will  be  given  bj  Henry  H.  Gold- 
berccr,  Principal  of  P.  S.  18,  Manhattan. 

Students  completing  the  course  satisfactorily  will  receive  a 
State  Certificate  and  two  points  credit  toward  a  permanent  State 
License  as  teacher  of  English  to  foreigners. 

Additional  credits  can  be  obtained  by  taking  the  course  in 
Principles  of  Government,  given  by  Dr.  Luetcher,  Tuesday  and 
Thursday  8:25-9:45,  and  Methods  in  the  Organization  and 
administration  of  community  centers,  given  by  Dr.  Gibney, 
Director  of  Extension  Activities,  Thursday  4:30-5:30. 

These  courses  have  been  approved  by  the  State  Department  of 
Education  as  part  fulfillment  of  the  Teaching  Training  require- 
ments for  the  State  License  as  teacher  of  English  to  foreigners. 


4272     CmzENSHip  Training  in  the  State  of  New  York 

c.     Xew  York  University 
Chancellor  BroAvn  sent  the  Coininittee  the  following  announce^ 
ment,  October  1,  1919 : 

Xew  York  University  announces  a  special  course  in 
"  Methods  in  Education  for  Citizenship  "  under  the  direc- 
tion of  Henry  P.  Fairchild,  Ph.D.,  Professor  of  Social 
Economy,  l^ew  York  University,  and  William  Rabenort, 
Ph.D.,  Principal  of  Intermediate  School  Fifty-five,  Xew 
York  City,  with  an  introductory  lecture  by  Professor  Jere- 
miah W.  Jenks. 

This  course  is  designed  primarily  for  school  teachers.  It 
is  planned  to  meet  the  prevailing  sentiment  in  favor  of  a 
teaching  of  citizenship  which  shall  have  a  more  vital  bear- 
ing on  the  problems  of  life  in  society  than  the  traditional 
instruction  in  civics.  The  need  for  such  a  method  has  been 
strongly  emphasized  by  the  National  Education  Associa- 
tion and  the  Federal  Bureau  of  Education,  and  has  been 
dirocrly  expressed  by  the  Committee  on  Education  for 
Citizenship  of  the  New  York  Principals  Association  in  a 
request  to  the  University  authorities  for  the  giving  of  such 
a  course. 

The  scope  of  the  course  includes  a  number  of  the  most 
important  relationships  and  institutions  through  which  the 
individual  and  society  are  bound  together,  such  as  the  state, 
the  family,  the  school,  the  economic  organization,  racial 
affiliations,  national  unity,  etc.  Each  of  these  subjects  will 
be  presented  both  in  its  theoretical  background,  and  in  such 
of  its  practical  applications  as  concern  most  directly  the 
school  child,  and  the  teacher  in  her  relations  with  the  child. 
Special  attention  will  be  given  to  the  work  of  various  social- 
izing agencies. 

The  course  has  been  approved  for  credit  by  the  Board  of 
Examiners  of  the  Board  of  Education.  It  is  open  to  any 
teacher  in  any  of  the  schools  of  New  York  or  vicinity.  The 
sessions  will  be  held  in  Room  1025,  New  York  University, 
32  Waverly  Place,  on  IMonday  and  "Wodnpsday  afternoons 
at  4:80  to  5:30,  beginning  Wednesday.  October  6. 

The  fee  for  the  course  is  $15. 

The  introductory  lecture  by  Professor  Jonks  referred  to  ,'ibove 
is  here  given  in  abstract  form  as  prepared  for  the  newspapers 
by  him: 


Colleges  and  Universities  4273 

The  purpose  of  the  course  is  to  promote  good  citizenship, 
especially  to  prepare  the  children  for  their  duties  as  citizens  in  the 
coming  years. 

We  should  understand  that  democracy  in  the  United  States  has 
various  aspects. 

Our  democracy  is  political.  We  have  a  representative  govern- 
ment, following  the  will  of  the  majority  and  relying  upon  orderly 
persuasion  for  the  promotion  of  political  beliefs.  Our  Constitu- 
tion and  our  political  institutions  are  all  opposed  to  revolutionary 
methods.  Our  citizens  need,  therefore,  to  understand  as  fully 
as  possible  not  only  the  general  principles  of  our  Constitution 
and  the  form  and  spirit  of  our  political  institutions,  but  also 
they  should  be  versed  as  far  as  possible  in  the  principles  of  busi- 
ness and  of  social  life  that  may  become  directly  or  indirectly 
subjects  for  legislation,  and  a  very  large  percentage  of  our  legis- 
lation deals  with  business  questions. 

Our  democracy  is  social.  Inequalities  of  persons  and  of  con- 
ditions must,  of  course,  be  recognized  as  matters  of  fact.  Xo  two 
people  are  alike  in  natural  gifts,  disposition,  attainments ;  but 
recognizing  these  inequalities  of  fact,  our  democracy  still  insists 
upon  no  inequalities  or  rights,  either  political  rights  or  social 
rights.  Our  aristocracy  in  x\merica  should  be  not  one  of  birth  or 
w^ealth  or  even  of  learning,  but  an  aristocracy  of  individual  worth. 
A  person's  leadership  should  be  accorded  him  by  the  free  con- 
sent of  his  followers,  who  wish  him  to  lead  because  of  his  personal 
fitness.     There  should  be  no  leadership  thru  compulsion. 

Our  democracy  is  industrial.  No  other  great  nation  has  the 
same  high  standards  of  living,  on  the  average,  that  we  have  in  the 
United  States,  in  spite  of  the  many  thousands  of  individuals  who 
are  suffering.  This  standard  should  be  maintained  and  steadily 
improved,  especially  by  raising  the  average  standard  of  the  masses 
of  the  population.  All  classes:  employers,  employees,  rich,  poor 
—  all  citizens  should  have  the  common  aim  of  promoting  in  an 
orderly  way  the  welfare  of  all.  To  do  this,  such  organization 
and  management  of  industry  should  be  found  as  to  develop  in 
each  establishment,  from  the  president  to  the  sweeper,  intelligence, 
independence  in  judgment  and  the  feeling  of  responsibility  that 
develops  character  and  manhood.  Each  individual  should  take 
thoughtfully  and  willingly  his  part  in  the  teamwork  of  business  to 
promote  the  common  good.  There  is  such  a  thing  as  a  real  indus- 
trial  democracy.      It  follows   the   principles  mentioned.      There 


4274     Citizenship  Training  in  the  State  or  New  York 

is  no  democracy  in  a  selfish  domination  of  industry  by  any  class, 
and  Lhe  selfish  exploitation  of  industry  by  the  laborers  would  be 
as  bad,  if  not  worse,  than  the  selfish  exploitation  of  the  industry 
by  the  employers.  There  must  be,  as  there  can  be,  as  indeed  there 
often  is,- —  a  co-operation  among  the  difi"erent  members  of  the 
various  industrial  classes,  one  with  the  other,  which  produces  a 
real  democracy  in  industry. 

The  problem  of  developing  these  various  qualities  to  fit  our 
children  for  citizenship  devolves  upon  the  schools  primarily;  after 
that,  upon  the  citizens.  In  training  children  we  should  emphasize 
health  as  a  duty  of  citizenship,  improving  efficiency,  length  of 
service,  wages,  and  lessening  suffering,  inefficiency,  vice.  We 
have  already  accomplished  much.  Our  schools,  thru  the  proper 
teaching  of  public  and  individual  hygiene,  cannot  merely  extend 
the  average  life  and  lessen  greatly  the  suffering,  but  from  the 
business  viewpoint  can  save  literally  each  year  billions  of  dollars. 

Aside  from  the  teaching  of  good  English  and  of  American 
history,  the  principles  of  citizenship  can  be  taught  more  directly 
in  our  civics  classes.  It  is  right  to  lay  some  emphasis  upon  the 
forms  of  government,  but  chief  emphasis  should  be  laid  upon  the 
spirit  of  government  and  upon  the  spirit  of  the  citizens  as  it 
should  be  shown  in  their  everyday  social  as  well  as  public  life. 

Good  citizenship  can  be  inculcated  by  industrial  training,  and 
most  of  our  schools  can  be  very  greatly  improved  in  this  direction, 
excellent  as  is  the  beginning  that  has  been  made.  Here  again, 
the  training  of  our  people  to  accept  responsibility,  to  realize  the 
industrial  duty  of  earning  fully  what  they  are  paid,  to  render 
service  and  be  paid  for  service  rather  than  to  demand  pay  and 
forget  the  service,  is  all  in  the  training  for  citizenship.  When 
our  working  citizens  have  the  proper  industrial  spirit,  there  will 
be  little  difficulty  in  their  getting  notonlv  -in  nr)r>Topriflte  share 
industry  but  an  appropriate  share  in  the  management  of  industry. 

These  ])rinciples  of  citizenship  are  in  accord  with  the  best  prin- 
ciples of  ethics  and  religion,  and  the  problem  of  citizenship  may 
well  b«  approached  from  the  viewpoint  of  duty  and  of  religion. 

d.  Teachers  Coi.lege 
Letter  from  Dean  Rdssell,  October  19,  1920: 

"  The  best  answer  that  I  can  make  to  your  letter  of  October 
11    is   to    send   you   the   enclosed    pamphlet,*    showing  the 


"  CourBCS  in  Education  for  Adult  Immigrants.' 


Colleges  anb  Universities  4275 

courses  now  offered  in  Teachers  College  in  cooperation  with 
the  University  of  the  State  of  New  York.  Judging  from  the 
beginning  made,  the  courses  will  prove  to  he  very  satisfac- 
tory. After  we  have  had  a  little  more  experience  in  this 
work,  I  fancy  wo  shall  be  able  to  offer  suggestions  for  the 
improvement  of  the  plan." 

Following  is  a  list  of  the  courses  which  meet  the  requirements 
for  the  State  license  and  also  count  for  Uuiversity  credit: 

The  Assimilation  of  the  Immigrant  as  an  Educational 
Problem. 

Immigration   and   American   Immigrant   Communities. 
Teaching  English  to  Foreigners. 
Teaching  English  to  Adult  Immigrants. 
The  American  System  of  Government. 

The  following  courses  qualify  for  the  State  license,  but  do  not 
count  for  University  credit: 

The  Assimilation  of  the  Immigrant  as  an  Educational 
Problem. 

Immigration   and  American   Immigrant   Communities. 
Teaching  English  to  Foreigners. 
Teaching  English  to  Adult  Immigrants. 
The  American  System  of  Government. 

There  are  other  courses  which  count  for  University  credit  and 
which  take  up  problems  of  Americanization  more  intensively, 
such  as: 

Training  Supervisors  for  the  Americanization  of  the 
Foreigner. 

Education  in  Citizenship. 

The  Teaching  of  American  History  and  Government  in 
Secondary  Schools. 

Tlie  Teaching  of  Citizenship  in  Secondary  Schools. 

Illustrative  Lessons  in  Citizenship. 

Education  and  Nationalism.  The  Development  of 
National  Systems  of  Education  in  Western  Europe  and 
America. 

Education  and  Nationalism.  The  Development  of 
Retarded  National  Cultures  through  Education. 

Community  Socialization. 

Public   Opinion:      Socialization  of  Larger   Communities 

Practical  Applications  of  Sociology. 


4276     OiTizENSHip  Training  in  the  State  of  New  Yobk 

Modern  Social  Problems, 

Practical  Applications  of  Sociology. 

Medieval  and  Modern  Social  Systems:  The  Eise  and 
Development  of  Democracy. 

Principles  of  Social  Work. 

Social  Work  in  Household  Arts. 

Recreation  Work  in  Social  Centers. 

Play  and  Playgrounds,  and  Community  Centers. 

Prol^lems  of  Social-Religious  Work. 

Rural  Community  Organization. 

Kural  Social  Surveys. 

Vocational  Guidance. 

Social  and  Economic  Aspects  of  Housing  and  Other  Living 
Conditions. 

Educational  Hygiene. 

Bioloov  in  Educational  and  Social  Work. 

Health  Problems  for  Religious  and  Social  Worker*. 

5.  Rochester 

Following  is  a  letter  from  Herbert  S.  Weeit,  Superintendent 
of  Public  Instruction,  November  8,  1920: 

"  Since  1914  Rochester  has  appointed  its  teachers  of 
Americanization  work  from  an  eligible  list  directly  based 
upon  a  normal  course  of  instruction  for  teachers  of  immi- 
grants. This  plan  has  stimulated  teachers  to  take  not  only 
the  one  course  required  but  in  the  majority  of  cases  at  least 
one  additional  course.  One  of  the  unfortunate  things  which 
increasingly  came  to  our  attention  here  was  the  impression 
on  the  part  of  so  many  untrained  and  inexperienced  teachers 
that  they  were  able  to  teach  this  Americanization  work  even 
though  they  might  not  be  qualified  for  any  other  line.  We 
effectively  dispelled  this  notion  when  in  1914  we  provided 
that  no  teacher  would  be  chosen  for  this  work  who  had  not 
had  some  specific  training  in  the  methods  and  plans  of 
teaching. 

"  Two  things  which  we  have  done  have  proved  to  be  of 
very  great  value.  The  one  has  been  to  continue  our  citizen- 
ship classes  throughout  the  entire  year.  Even  during  the 
summer  months  these  classes  are  held  and  the  attendance  has 
been  most  gratifying.  Furthermore,  the  clerk  of  the 
Naturalization   Court   here  is  connected  with  these  classes 


Colleges  and  Universities  4277 

and  while  at  the  beginning  this  had  certain  limitations  on 
the  pedagogical  side  it  has,  nevertheless,  meant  a  coopera- 
tion that  has  been  of  very  great  significance. 

'•  During  the  last  evening  school  year  three  factory  classes 
were  established  in  direct  cooperation  with  one  of  the  leaders 
of  one  of  Koehester's  strongest  labor  organizations.  We  are 
now  planning  on  providing  teachers  who  will  go  to  the  Hall 
of  Amalgamated  Clothing  Workers  here  and  there  give 
instruction  to  those  who  are  practically  unable  to  use  the 
English  language.  In  short,  our  Board  has  adopted  the 
general  policy  of  sending  teachers  anywhere  provided  we 
can  get  together  a  group  of  these  non-English  speaking  people 
of  sufficient  size  to  warrant  the  action." 

6.  Schenectady  —  Union  College 

Letter  from  President  C.  A.  Richmond,  October  16,  1920: 

"  We  have  no  course  for  the  training  of  teachers  in  immi- 
grant education  Vv'ork  but  we  have  capable  men  among  our 
undergraduates  who  are  teaching  foreigners.  The  college 
Y.  M.  C.  A.  has  a  teaching  force  which  is  doing  successful 
work  among  the  foreign-bom  in  the  American  Locomotive 
Works.  They  have  also  signed  up  for  work  under  the  state 
later  in  the  year." 


NOTES  ON  SUB-SECTION  IV 
CITIZENSHIP  TRAINING  IN  ALL  STATES  OTHER  THAN  NEW  YORK 


NOTE  ON  CHAPTER  I 

Alabama 
Letter    from    John    Aberceombie,    State    Superintendent    of 
Education,  Montgomery,  September  2,  1920 : 

''  The  organization  of  the  State  Department  of  Education 
])rovides  for  a  Supervisor  of  Exceptional  Education  whose 
duty  it  is  to  establish  schools  for  illiterates  and  immigrants 
throughout  the  State,  with  the  assistance  of  the  city  and 
county  boards  of  education. 

"  As  you  doubtless  know,  there  are  only  a  few  immigrants 
in  Alabama.  The  principal  parf^  of  the  work  done  by 
illiterate  schools  is  among  natives." 


NOTE  ON  CHAPTER  IV 
California 


1.  State  Activities 

The  very  interesting  and  effective  work  which  is  being  carried 
on  in  California,  is  described  in  full  in  a  previous  chapter.  This 
is  supplemented  by  Miss  Ethel  Richardson,  Assistant  Superin- 
tendent of  Public  Instruction  in  Charge  of  Americanization  in 
the  following  report  (received  in  October,  1920,  by  the  Com- 
mittee) covering  the  period  from  January  first  to  July  first,  1920: 

For  six  months  California  has  had  State  supervision  and  direc- 
tion of  Americanization  work  from  the  office  of  the  State  Superin- 
tendent of  Public  Instruction.  Such  supervision  was  instituted 
by  the  Su])erintendent  because  of  first,  the  necessity  of  render- 
ing assistance  to  the  schools  who  recognized  their  problems  and 
needed  Ihe  help  of  a  specialist  to  solve  them,  and  second,  because 
of  the  schools  which  might  be  made  more  conscious  of  their  prob- 
lems and  urged  to  adopt  a  constructive  ])rogram,  and  third,  and 
immediately  because  of  the  law  requiring  the  attendance  of  minor 
aliens  in  continuation  classes.  Inasmuch  as  the  Superintendent 
was  unable  to  carry  on  this  work  independently  through  lack  of 
funds,  the  State  Commission  of  Immigration  and  Housing  was 
called  u7)on  for  assistance  and  cooperated  by  supplying  the  serv- 
ices of  an  Assistant  to  the  Superintendent  to  direct  Americaniza- 
tion work. 

(4278] 


California  4279 

The  first  difficulty  which  had  to  be  met  was  the  lack  of  trained 
teachers.  To  force  the  immigrant  into  the  school  where  the 
teachers  had  no  training  in  methods  or  organizing  a  night  school 
or  in  methods  of  teaching  a  language  directly,  would  be  as  unwise 
as  it  is  un-American. 

Consequently  the  University  Extension  Division  was  asked  to 
give  courses  especially  devised  to  instruct  teachers.  These  courses 
were  given  in  Los  Angeles,  Fresno,  San  Francisco  and  Oakland, 
and  were  attended  by  upwards  of  800.  In  each  place  the  Assistant 
Superintendent  of  Public  Instruction  in  charge  of  Americaniza- 
tion participated  either  directly  or  indirectly  —  at  Los  Angeles 
by  planning  the  field  work  for  all  the  students.  This  field  work 
was  done  either  in  the  schools  or  in  some  institution  or  organiza- 
tion allied  to  the  school  or  cooperating  with  it.  It  consisted 
in  the  formulation  of  some  problem  which  tlie  immigrant  pre- 
sented which  had  to  be  worked  out  by  the  student  in  such  a  way 
as  to  show  the  necessity  for  initiative  and  originality  in  this 
field.  The  following  of  prescribed  courses  of  study  and  stereo- 
typed methods  will  not  do.  In  Fresno,  the  Assistant  Superin- 
tendent gave  a  course  on  the  "  Socialized  School."  In  San  Fran- 
cisco and  Oakland  conferences  were  held  with  the  teachers. 

These  training  centers  have  done  much  to  develop  a  more 
flexible  program  for  the  schools  in  the  communities  where  they  are 
held.  They  have,  of  course,  reached  only  a  few  in  comparison 
with  the  state-wide  need.  If  we  are  ever  going  to  offer  the 
assistance  that  the  unequipped  teachers  all  over  the  state  need  we 
must  establish  centers  to  which  they  can  turn  which  are  near 
enough  to  be  practicable.  The  normal  schools  could  do  this 
geographically  and  are  the  logical  institutions  to  turn  to  for  such 
teacher  training. 

Besides  the  teacher  training,  there  have  been  four  demonstra- 
tions of  method  - —  one  in  each  of  the  cities  where  courses  were 
given.  These  demonstrations  as  well  as  the  rest  of  the  Ameri- 
canization program,  have  been  carried  on  under  the  joint  supervi- 
sion of  the  Board  of  Education,  the  Extension  Division  of  tbe 
T^niversitv  of  California  and  the  State  Commission  of  Immigra- 
tion and  Housing. 

Americanization  is  not  a  problem  for  the  schools  alone,  it 
requires  all  the  forces  that  make  for  the  welfare  and  upbuilding 
of  the  community.  Consequently  in  experimenting,  it  has  been 
our  effort  to  unite  the  school  with  otber  agencies  in  such  a  wav 


4:280  United  States  Government 

that  the  organized  people  can  get  the  widest  possible  contact  with 
all  the  trained  workers  in  the  community  and  all  the  education 
possible  from  managing  their  own  affairs. 

In  these  experiments  the  Assistant  Superintendent  has 
cooperated  with  the  Department  of  Community  Organization  of 
the  Commission  of  Immigration  and  Housing.  The  general  pro- 
cedure has  been  as  follows:  In  each  city,  after  conference  with 
leading  educators  and  others,  one  district  was  chosen  for  experi- 
mentation. The  factors  that  were  considered  in  deciding  upon 
an  area  were:  one,  a  school  principal  sympathetic  to  the  project ; 
tiuo,  other  agencies  such  as  health,  recreation,  etc.,  either  serving 
the  district  or  willing  to  cooperate  in  serving  it ;  three,  a  cosmo- 
politan society  made  up  of  various  nationalities  who  could  illus- 
trate the  principle  that  Americanization  consists  in  a  preservation 
and  intensification  of  the  group  interests,  as  well  as  the  working 
together  of  all  the  groups  for  a  common  cause. 

Under  the  direction  of  a  central  committee  in  each  city  a  local 
organizer  was  engaged,  either  employed  directly  by  them  or  lent 
by  some  local  agency.  This  organizer  got  in  touch  with  the  people 
in  the  neighborhood  —  the  leaders  of  the  different  nationalities 
and  others,  as  well  as  the  churches,  foreign  societies,  improvement 
associations,  etc.  Then  a  committee  made  up  of  these  people  was 
called  together,  usually  at  the  school  house,  to  discuss  the  prob- 
lems of  the  neighborhood  and  formulate  a  way  to  meet  them. 
Such  matters  as  well-baby  clinics,  libraries  with  story  telling, 
classes  in  citizenship,  adult  recreation  and  education  were  dis- 
cussed. The  small  neighborhood  committee  then  called  a  mass 
meeting  of  the  citizens,  presenting  to  them  the  value  of  community 
organization  and  some  of  the  needs  of  ilie  ncighliDrhood  tliat  coultl 
be  met  in  this  way.  It  is  hoped  that  by  this  method  there  can  be 
built  up  around  the  school,  helping  to  direct  the  adult  activities  in 
the  school,  a  group  of  people  representing  many  nationalities,  who 
will  be  learning  citizenship  through  participation  as  citizens  in  the 
affairs  of  their  own  community.  S'an  Francisco  is  farthest  along 
in  its  demonstration.  Here  the  people  have  already  made  their 
appeal  for  a  health  center  and  a  library  and  arc  developing  the 
machinery  for  maintaining  them.  The  school  which  is  being- 
used  as  a  meeting  place  was  chosen  at  a  meeting  of  all  the  prin- 
cipals and  teachers  in  schools  in  foreign  neighboi-hoods,  and  is 
being  watr-hed  and  considered  as  a  reproducible  effort  in  the  teach- 
ing of  citizenship. 


Calif(3Rnia  4281 

In  Los  Angeles  the  demonstration  is  being  carried  on  in  connec- 
tion with  a  class  in  method  of  community  organization.  The 
members  of  the  class  (many  of  them  workers  in  the  chosen  neigh- 
borhood) are  making  the  investigations  to  hnd  the  right  motives 
for  organization. 

Beside  teacher  training  and  demonstration  of  method,  a  vast 
amount  of  propaganda  is  necessary,  first,  to  inform  schools  that 
the  State  Board  has  an  Americanization  department  in  its  Super- 
intendent's Office,  and  to  induce  them  to  use  it,  and  second,  to 
make  the  beginning  of  a  unified  program. 

This  propaganda  has  been  spread  through  various  means. 
First,  through  letters  to  school  superintendents  and  high  school 
principals  calling  to  their  attention  the  compulsory  law,  urging 
them  to  prepare  for  its  enforcement  in  their  budget  next  year  and 
suggesting  methods,  especially  urging  that  each  superintendent 
and  high  school  board  appoint  one  member  of  the  staff  to  be  par- 
ticularly concerned  with  drawing  up  the  Americanization  plans 
for  next  year.  The  Assistant  Superintendent  holds  conferences 
at  the  Summer  Session  of  the  University  of  California,  both  in 
Berkeley  and  Los  Angeles,  for  such  Americanization  directors 
and  Americanization  teachers  in  order  to  work  out  with  them 
practical  programs  suited  to  the  local  needs. 

Second:  Through  conferences  with  school  superintendents, 
high  school  principals  and  county  superintendents.  Such  confer- 
ences have  been  held  in  San  Diego,  Los  Angeles,  Long  Beach.  Ko- 
dondo,  Pomona,  Riverside,  Bakersfield,  Fresno,  Sacramento,  San 
Francisco,  Oakland,  Alameda  and  Havward. 

Third:  Through  the  organization  of  county  Americanization 
teachers'  associations.  These  county  associations  are  made  up  of 
teachers  of  adult  immigrants,  both  in  day  and  evening  classes, 
home  teachers  and  teachers  in  the  elementary  grades  where  large 
numbers  of  foreign  children  require  special  ada])tations  of  the 
school  curriculum.  The  associations  are  formed  for  three  pur- 
poses: First,  To  make  Americanization  teaching  professionally 
important.  It  is  now  merely  a  side  issue  in  the  educational  sys- 
tem. Most  teachers  in  this  field  receive  temporary  appointments 
and  are  paid  a  small  sum  by  the  hour.  There  is  no  enconr.-s::- 
ment  therefore  for  getting  the  special  training  which  this  delicate 
task  requires.  Second,  to  stimulate  Americanization  work  in  the 
schools  in  those  parts  of  the  county  where  there  is  need  for  it  and 


4282  United  States   Government 

no  organization   has   as  yet  begun.     And   third,   to  standardize 
methods  and  technique  of  teaching. 

In  order  to  accomplish  this  last  the  county  associations  are  col- 
lecting material  which  has  been  found  valuable  from  all  parts  of 
the  county.  This  material  will  form  a  teachers'  handbook  and 
will  be  mimeographed  and  used  in  the  county  experimentally. 
Later  it  is  hoped  that  there  may  be  an  exchange  of  material  from 
county  to  county,  and  that  this  study  of  method  made  by  the  teach- 
ers themselves  will  form  a  basis  for  a  State  manual. 

These  county  associations  have  been  formed  in  Alameda,  San 
Francisco,  Sacramento  (?),  Los  Angeles  and  San  Diego. 

In  two  counties  special  studies  in  methods  of  teaching  classes 
in  citizenship  and  preparation  of  a  textbook  have  been  under- 
taken. In  Alameda  this  was  direct  outgrowth  of  the  Americani- 
zation course  and  is  merely  a  continuation  of  one  of  the  seminars 
of  the  course.  Here  the  teachers  have  decided  that  civics  teaching 
should  begin  with  situations  and  problems  familiar  to  the  student, 
child  or  immigrant.  Consequently  a  teacher  is  not  equipped 
until  she  knows  about  all  the  resources  of  the  community  in  which 
the  school  is  located.  No  one  teacher  has  time  to  gather  all  this 
information,  so  the  groups  have  banded  together  to  prepare  the 
data,  which  will  be  compiled  by  the  Oakland  Americanization 
Committee  and  submitted  for  use  as  a  supplementary  text.  In 
San  Francisco  the  Americanization  teachers'  association  has  de- 
cided to  follow  this  same  plan  so  that  information  between  coun- 
ties can  be  exchanged.  Here,  as  a  beginning,  they  are  making  a 
list  of  all  the  questions  that  have  been  asked  teachers  in  civics 
classes  that  could  be  used  as  a  basis  for  a  civics  lesson. 

Propaganda  for  Immigrant  Education  has  further  been  dissem- 
inated through  talks  and  lectures,  notably  at  the  State  Federation 
of  Women's  Clubs,  the  Convention  of  High  School  Principals, 
the  State  Conference  of  Social  Aijencies  and  meetings  of  women's 
clubs  and  parent-teacher  associations. 

A  most  interesting  campaign  was  carried  on  under  the  direc- 
tion of  the  San  Joaquin  Valley  District  of  Women's  Clubs. 
Seven  county  federations  called  conventions  at  their  respective 
county  seats,  on  consecutive  days  beginning  April  24.  By  re- 
quest of  the  State  SHiperintendent  of  Public  Instruction,  the 
county  superintendents  closed  the  schools  on  the  respective  days, 
and  requested  the  teachers  to  assemble  with  the  clubs  at  the  county 


California  4283 

seats.  A  representation  from  the  State  Committee  for  American- 
ization, of  which  the  State  Board  of  Education  is  a  part,  spoke 
on  the  school  question  at  each  meeting,  and  the  following  resolu- 
tion was  adopted: 

Whereas,  The  organization  of  education  for  the  adult  is  a 
special  problem;  and 

Whereas,  There  is  a  law  on  the  statute  books  of  California 
requiring  the  teaching  of  citizenship  to  aliens  between  the 
ages  of  16  and  21  who  cannot  speak,  write  or  read  the 
English  language  with  sixth-grade  proficiency;  be  it 

Resolved,  That County  Federation  of 

Women's  Clubs  endorse  the  Americanization  program  of  the 
three  state  agencies  which  are  combined  for  Americanization 
work ;  and  be  it  further 

Resolved,  That  high  school  principals  and  city  superintend- 
ents be  urged  to  appoint  one  member  of  their  respective 
staffs,  interested  and  sympathetic  toward  the  problems  of  the 
foreign  born,  to  draw  up  an  Americanization  program  adopted 
to  the  local  needs. 

In  April  the  Commission  of  Immigration  and  Housing  pro- 
vided an  assistant  to  this  department,  who  has  had  special  train- 
ing both  in  rural  and  adult  immigrant  education.  She  has  been 
making  a  study  of  the  opportunities  in  experimenting  in  one 
rural  school  to  develop  methods  of  organizing  the  rural  community 
around  the  school  in  places  where  the  residents  are  largely  foreign 
born.  Santa  Clara,  Alameda  and  Los  Angeles  Counties  have  been 
investigated  and  the  following  letter  sent  to  all  county  superinten- 
dents : 

"  The  State  Superintendent  of  Public  Instmction  is 
anxious  to  make  an  experiment  in  order  to  develop  the  best 
methods  of  teaching  citizenship  in  a  rural  school  whose  con- 
stituents are  largely  foreign-born.  It  is  our  belief  that  this 
can  best  be  done  through  the  organization  of  the  people 
around  the  school  as  a  centre. 

"  Such  organization  can  only  be  effectual  where  there  are 
social  agencies  such  as  farm  and  home  demonstrators,  a 
county  health  board  employing  a  nurse,  and  facilities  for  the 
development  of  recreation,  which  may  be  called  upon  to 
cooperate. 


4284:  United  Statbs  Goveenment 

"  Is  there  a  rural  school  or  schools  in  your  county  which 
you  would  be  glad  to  see  used  for  such  a  demonstration? 
Will  you  let  me  know  what  oj^portunities  are  presented  of 
school  equipment,  teaching  personnel  and  foreign  nationali- 
ties who  could  be  reached  ? 

"  Xatnrally  such  an  experiment  will  depend  for  its 
success  on  the  support  and  wise  direction  of  the  county 
superintendent,  so  that  we  will  appreciate  great  frankness, 
and  trust  that  you  will  not  invite  us  to  your  county  unless 
conditions  make  it  desirable." 

In  order  to  get  some  indication  as  to  how  the  compulsory  law 
is  being  enforced,  an  investigation  was  made  of  twenty-one  large 
industries  in  San  Francisco,  and  the  numbers  of  foreign-born 
working  in  industries  compared  with  those  in  attendance  at  night 
school.     The  figures  are  appended. 

This  state-wide  eifort  described  in  the  foregoing  has  brought 
results  which  are  at  once  gratifying  and  alarming.  It  is  exceed- 
ingly encouraging  to  find  places  like  Fresno,  which  has  had  no 
adult  elementary  work  in  foreign  neighborhoods,  with  three 
established  centers  and  provision  being  nmde  for  a  director  of 
Americanization  and  two  home  teachers  for  next  year.  S'imilarly, 
Pomona  and  Long  Beach  have  taken  directors  of  Americanization 
that  have  been  trained  in  the  Americanization  institutes  and  are 
developing  the  work  splendidly  in  their  own  cities.  Oakland's 
determination  to  enter  upon  an  industrial  program  in  a  large  way 
is  most  encouraging. 

The  constant  calls  for  help  from  Ukiah,  Watsonville,  Santa 
Ana,  Crockett  and  innumerable  other  places  equally  widely  scat- 
tered shows  us  how  ineffectual  the  supervision  of  one  person  nmst 
l)e  and  one  hesitates  to  encourage  these  undertakings  without  any 
method  of  insuring  their  success. 

In  order  to  secure  some  regional  direction  of  the  Americaniza- 
tion work  in  the  schools  and  discuss  the  problems  of  supplementary 
teacher  training,  the  Assistant  Superintendent  called  a  conference 
of  representatives  from  the  state  normal  schools.  At  the  meeting 
of  normal  school  presidents  in  April,  it  was  urged  that  each  nor- 
mal school  appoint  one  member  of  the  faculty  to  attend  this  con- 
ference who  would  undertake  three  things  : 

I.  Establish  training  courses  in  the  normal  schools  in  order 
to  equip  teachers  who  would  deal  with  (a)  the  adult  foreigners, 


California  4285 

or  (b)  the  child  from  the  non-English  speaking  home,  especially 
in  the  rural  school. 

II.  Hold  institutes  in  order  to  supplement  the  equipment  of 
night  school  teachers  already  in  the  held. 

III.  Offer  assistance  and  suggestions  to  rural  teachers  concern- 
ing (a)  proper  organization  of  adult  education,  (b)  problems  of 
the  rural  school  with  a  foreign-bom  constituency. 

Five  normal  schools  sent  representatives,  Chico,  Fresno,  San 
Jose,  San  Francisco  and  San  Diego.  There  were  three  sessions 
devoted  to  "  The  School  and  the  Immigrant  Child,  with  Special 
Reference  to  the  Rural  School,"  "  The  School  and  the  Adult 
Immigrant,"  and  "  Training  for  Citizenship."' 

At  the  first  session  it  was  agreed  that  the  school  is  the  natui-al 
approach  to  the  foreign-born  in  the  rural  community.  The  immi- 
grant seldom  participates  in  such  activities  as  the  rural  com- 
munities otter  for  social  intercourse  and  understanding,  or  for 
education. 

Professor  Crocheron  reported  on  the  farm  bureaus  of  which 
475  are  organized  throughout  the  State.  Each  one  is  an  autono- 
mous group,  merely  calling  upon  the  University  Farm  Advisor  for 
such  help  as  it  desires.  Four  hundred  and  forty-one  of  these 
bureaus  undertook  definite  projects  for  rural  betterment  last  year, 
75  of  which  had  to  do  with  the  schools.  Unfortunately  the 
foreign-born  agriculturist  who  is  most  in  need  of  this  contact 
with  the  farmers  of  his  community  is  seldom  a  member  of  tbe 
farm  bureau.  He  does  not  know  about  the  Farm  Advisor  and 
seldom  calls  upon  him  for  help.  The  farm  advisor  is  so  con- 
stantly sought  by  the  more  progressive  members  of  the  locality, 
that  he  has  little  time  to  urge  his  services  upon  those  who  do  not 
seek  them. 

There  are  other  resources  of  the  rural  districts  which  the 
foreigner  knows  nothing  of- — the  county  nurse,  the  county 
library,  the  district  health  officer,  the  home  demonstrator.  Con- 
sequently the  foreigner  who  most  needs  all  these  services  is  de- 
prived of  them. 

The  rural  school  is  the  one  institution  which  touches  the  foreign 
home  and  might  serve  as  the  channel  through  which  the  other 
agencies  could  operate. 

Unfortunately  this  requires  two  things  of  the  teacher  —  a  con- 
sciousness of  the  need  of  building  the  adult  life  into  the  school 


4.2S6  Umted  States  Govehnment 

program  and  a  knowledge  of  these  rural  agencies  and  the  way  to 
use  them  for  her  own  purpose  in  reaching  the  foreign  parent. 
Here,  Miss  Keppie,  Specialist  in  Rural  Education  for  the  Com- 
mission of  Immigration  and  Housing,  pointed  out,  is  the  great 
weakness  in  our  teacher  training  courses.  The  young  normal 
graduate  has  no  sociological  perspective  that  will  make  her  think 
in  terms  of  the  whole  community.  She  does  not  know  anvthinsr 
about  these  rural  social  agencies  or  feel  any  responsiliility  in 
helping  to  make  them  function  for  the  parents  of  her  foreign 
children.  STie  usually  regards  the  immediate  problem  of  carrying 
out  the  course  of  study  for  the  children  as  her  only  task.  When 
many  of  the  children  do  not  speak  English,  she  is  utterly  at  sea, 
because  her  only  chart,  the  course  of  study,  will  not  work. 

Parent-teachers'  associations,  mothers'  clubs,  contacts,  organ- 
ized or  unorganized,  with  the  parents,  she  sees  not  as  an  auxiliary 
to  which  she  can  turn  for  help,  but  as  a  further  source  of  trouble. 
The  evils  of  administration,  through  which  she  is  inadequately 
paid  a^nd  often  uncomfortably  housed,  render  her  further  indis- 
posed to  increased  effort. 

It  was  the  consensus  of  opinion  that  the  normal  school  has  two 
responsibilities  in  this  regard;  One,  to  see  that  its  students  along 
with  additional  equipment  get  the  right  attitude  toward  the  rural 
question,  and  second^  that  some  extension  work  be  inaugurated 
which  will  give  assistance  to  the  girl  who  is  struggling  with 
inadequate  preparation,  and  at  the  same  time  give  the  normal 
school  a  better  understanding  of  the  problems  its  students  have  to 
meet.  There  was  some  question  as  to  whether  a  training  school 
could  do  anything  to  develop  the  "  attitude "  of  its  teachers, 
but  after  some  discussion  led  by  Dr.  Margaret  S.  MclSTaught, 
it  was  decided  that  not  only  was  such  education  necessary,  but 
that  it  was  entirely  practical,  inasmuch  as  it  was  evident  that 
the  more  social  in  her  viewpoint  the  teacher  becam.e,  the  easier 
was  her  task. 

At  the  session  devoted  to  the  "  School  and  Adult  Immigrant,'' 
Mr.  R.  J.  Miller,  of  the  Commission  of  Immigi'ation  and  Housing, 
pointed  out  the  problems  which  the  immigrant  meets  which  show 
the  need  for  education  to  assist  him  in  his  American  life.  Miss 
Love,  formerly  of  the  Oakland  School  Department,  pointed  out 
how  difficult  is  the  task  of  the  teacher  of  adult  immigrants  because 
she   has   had   no   training   in    methods    of   teaching    a   language 


Caixfornia  4287 

directly,  and  there  are  no  sources  of  help.  Moreover,  the  adminis- 
tration of  the  adult  classes  as  more  or  less  unnecessary  appendages 
of  the  school  system  gives  the  teacher,  besides  her  poor  salary, 
a  sense  of  insecurity  and  unimportance.  Here  again  it  was 
agreed  that  if  the  teacher  could  turn  to  the  normal  school  for  some 
additional  training,  the  night  school  might  he  a  different  institu- 
tion. 

Each  representative  of  the  normal  schools  agreed  concerning 
the  importance  of  additional  training,  and  vs^as  prepared  to  recom- 
mend to  his  own  institution  certain  undertakings  as  a  result  of  the 
conference. 

Following  the  conference  a  copy  of  this  report  was  sent  to  each 
normal  school  president  with  the  appended  letter. 

The  training  of  teachers  has  been  pushed  further  through  the 
courses  at  both  summer  sessions  (Berkeley  and  Los  Angeles)  of 
the  University  of  California.  Here,  beside  the  more  general 
courses  giving  the  proper  background  for  an  immigi-ationist,  the 
Assistant  Superintendent  of  Public  Instruction  has  held  three 
seminars  in  which  more  than  100  students  have  been  enrolled  at 
Berkeley  alone.  One  seminar  is  devoted  to  the  problems  of  the 
directors  of  Americanization  in  the  various  school  systems,  and 
two  to  the  methods  of  teaching  English  and  the  organization  of 
adult  classes.  The  tremendous  desire  for  just  such  information 
should  encourage;  nomial  schools  to  offer  further  opportunities. 

Much  that  was  hoped  for  from  the  year's  work  remains  unac- 
complished. There  is  little  change  in  the  attitude  of  school  super- 
intendents who  still  put  teaching  in  this  field  on  an  hourly  basis 
rather  than  as  a  full-time  professional  service.  It  is  encouraging, 
however,  that  home  teachers  are  being  appointed  more  and  more. 

Little  progress  has  been  made  in  industrial  Americanization. 
A  few  cities  like  Oakland  and  Los  Angeles  are  planning  extensive 
programs  for  next  year,  but  employers  have  not  yet  seen  any  neces- 
sity for  taking  initiative  except  in  isolated  cases.  This  work  must 
be  pushed  next  year. 

Much  of  the  success  of  next  year's  program  will  depend  upon 
the  possibility  of  developing  local  leaders  who  will  take  the  initia- 
tive in  seeing  that  the  Americanization  activities  in  the  school 
are  pushed  forward  in  a  constructive  way  and  the  State  office 
called  on  in  emergencies.  So  long  as  everything  is  tied  to  one  or 
two  State  officers  the  structure  will  be  too  weak  to  stand. 


4288  United  States   Government 

Study   of   21    Industries   in   San   Francisco    to   Ascertain 

I^TuMBER   of   Foreign   Born   Employees 
Number  factories  reporting 21 


Total  number  employees 6,241 

Foreign  men 1  542 

Foreign  women    669 

Total  foreign  born 2,21 1 

Kumber  between  ages  of  18  and  21  estimated  by  foreman 
or  manager  as  having  less  than  sixth  grade  proficiency  in 

English 86 

Total  number  of  foreig-n  born  between  ages  of  18  and  21 

in  night  school  English  classes  in  San  Francisco 34 


From  the  above  study  it  is  evident  that  21  of  San  Francisco's 
industries  supply  more  students  for  night  schools  than  are  now 
being  reached.  Employers'  guesses  about  numbers  who  Inck  a 
sixth  grade  education  will  always  produce  figures  which  fall  far 
short  of  the  fact  so  that  it  would  be  safe  to  assume  that  there  are 
twice  86  who  would  come  under  the  compulsory  attendance  law. 
If  to  this  was  added  all  those  in  the  hundreds  of  industries  in 
San  Francisco,  the  numbers  would  be  enormous. 

Obviously  with  only  34  in  the  night  school,  San  Francisco 
should  prepare  some  new  and  more  effectual  machinery  for  reach- 
ing the  foreign  born  with  American  education. 

2.  Sacramento 
Letter  from  Will  C.  Wood,  Superintendent  of  Public  Instruc- 
tion, Sacramento,  to  Hon.  P.  P.  Claxton,  U.  S.  Commissioner  of 
Education,  Department  of  the  Interior,  Washington,  August  2. 
1920.     (Letter  submitted  to  Committee  by  Mr.  Wood.) 

"  The  State  Board  of  Education  has  recently  made  the 
completion  of  a  one-year  course  in  American  history  and 
civics  a  requirement  for  graduation  from  high  school. 

"The  Legislature  passed  a  law  (1919)  requiring  all  per- 
sons under  21  years  of  age,  over  compulsory  school  age,  who 
can  not  read,  write  and  speak  English  as  is  required  of  pupils 
of  sixth  grade  of  elementary  schools,  to  attend  evening  school 


California  4289 

for  four  hours  a  week  and  for  thirty-six  weeks  each  year,  if 
they  reside  within  three  miles  of  a  night  school.  A  course 
in  citizenship  for  such  pupils  is  required. 

"A  part  time  education  law  was  passed  requiring  attend- 
ance of  all  youths  under  18,  not  attending  full-time  schools, 
to  attend  part-time  classes  four  hours  a  week  for  thirty-six 
weeks  each  year  provided  they  reside  within  three  miles  of 
high  school  maintaining  part-time  courses.  Included  in  the 
part-time  course  is  a  course  in  citizenship.  High  school  dis- 
tricts having  fifty  or  more  youths  subject  to  part-time  educa- 
tion, ai'e  required  to  establish  part-time  courses. 

"A  course  in  citizenship  is  required  in  all  elementary 
schools. 

"  The  Compulsors'  Education  Law,  amended  in  1919,  re- 
quires all  private  schools  of  elementary  grade  to  be  taught 
in  English ;  a  course  in  citizenship  is  required. 

"x^n  assistant  superintendent  of  public  instruction,  in 
charge  of  Americanization  work  and  community  organiza- 
tion, has  been  appointed. 

"A  plan  of  co-operation  between  the  State  Department  of 
Education,  State  Commission  of  Immigration  and  Housing 
and  the  Extension  Division  of  the  University  of  California 
for  Americanization  and  community  organization  has  been 
worked  out.  About  1,000  adults  have  taken  special  inten- 
sive courses  in  these  subjects,  arranged  under  this  co-opora- 
tive  plan.  Most  of  these  have  been  teachers  and  are  pre- 
paring for  Americanization  work. 

"  In  co-operation  with  the  Federal  Government,  we  have 
undertaken  the  organization  of  a  program  of  Thrift  Educa- 
tion. 

"  The  employment  of  aliens,  except  those  who  have 
declared  their  intention  to  become  citizens,  has  been  for- 
bidden by  law  since  1890.  Since  1919,  we  have  required  all 
candidates  for  the  teachei''s  certificate  to  take  an  oath  of  alle- 
giance to  the  United  States." 

3.  San  Diego 

Letter  of  Fred  D.  Finn,  Principal,  San  Diego  Evening  High 
School,  November  18,  1920,  describing  local  Americanization 
problem  and  methods  of  meeting  it : 

''  San  Diego  has  a  population  of  7-1,683  according  to  the 
last  census.     The  Americanization  work  of  the  city  is  being 
134 


4290  United  States  Government 

pushed  by  the  Board  of  Education,  through  the  English  and 
Citizenship  classes  of  the  Evening  High  School.  We  now 
have  two  citizenship  classes  and  five  English  classes  meeting 
every  week.  Last  year  we  had  seventy-five  who  completed 
the  course  in  citizenship  and  we  expect  even  more  this  year. 

"  The  business  firms  and  especially  the  Americanization 
committee  of  the  Rotary  Club  have  done  splendid  coopera- 
tion work.  Of  course  the  women  of  the  Parent-teachers 
organization  have  been  of  great  service  to  us  in  stirring  up 
the  community.  More  than  three  hundred  have  enrolled  so 
far  this  year. 

"  The  majority  of  our  people  are  Mexicans,  Italians  or 
Greeks.  Of  coui*se  we  have  the  usual  scattering  numbers 
from  nearly  all  other  nationalities.  I  am  having  the  best 
success  by  securing  teachers  who  are  trained  as  elementary 
teachers  and  in  addition  have  a  real  missionary  spirit.  Some 
of  our  native  born  need  as  much  enlightenment  on  the  ideals 
of  American  citizenship  as  the  foreigners. 

"  We  have  used  the  community  sing  and  motion  pictures 
as  well  as  good  lectures  whenever  possible.  This  applies  to 
those  who  can  understand  the  language.  All  our  work 
centers  in  the  Evening  High  School  and  the  other  organiza- 
tions send  the  students  to  us.  I  imagine  that  less  than  10  per 
cent  of  our  population  is  foreign-born  and  many  of  these  are 
already  naturalized. 

"  We  have  classes  at  the  High  School,  the  Neighborhood 
House,  Franklin  elementary  school  and  the  basement  of  the 
Presbyterian  Mexican  chapel. 

"  We  have  a  good  many  in  the  Home  Economics  classes  in 
sewing  which  are  in  session  in  the  various  elementary  schools 
and  conducted  by  the  Board  under  the  supervision  of  the 
Principal  of  the  Evening  High  School. 

"  Miss  Ethel  Richardson,  State  Supervisor,  called  on  us 
last  week  and  stated  we  had  the  banner  classes  of  the  State 
in  English  and  citizenship." 


NOTE  ON  CHAPTER  V 

Colorado 

■  In  subjection  I  of  Section  III  of  this  report  will  be  found  a 
chapter  on  the  subject  of  teacher  training  and  teacher  require- 
ments. The  following  bulletin  issued  by  the  Bureau  of  American- 
ization of  the  University  of  Colorado  is  also  of  interest  in  this 
connection. 

THE  NEED  FOR  AMERICANIZATION  TEACHERS 
The  importance  of  Americanization  is  more  keenly  felt  today 
than  ever  before.  New  perceptions  of  the  fundamental  elements  of 
American  life  have  lately  come  into  bold  relief,  and  a  widespread 
movement  has  been  initiated  to  educate  both  native  and  foreign- 
bom  peoples  in  these  essentials.  The  scope  of  the  work  already 
embraces  a  revaluation  of  our  American  ideals. 

At  present,  our  greatest  need  is  for  trained  Americanization 
teachers  and  leaders  who  possess  the  spirit,  knowledge  and  tech- 
nique for  their  work.  To  meet  this  need,  the  University  of 
Colorado  offers  a  Training  Course  in  Americanization  during  the 
first  term  of  its  regular  summer  quarter,  June  14  to  July  21, 
1920.  Dr.  Milo  G.  Derham,  Director.  Although  not  limited  to 
them,  the  course  will  be  of  special  value  to  public  school  teachers, 
who  will  be  needed  more  and  more  in  this  line  of  work;  for  our 
public  school  system  is,  without  doubt,  the  greatest  Americaniza- 
tion agency  that  exists  today. 

COURSES  OFFERED 
1.  Immigration 
A  surA'ey  of  the  European  background  of  American  immigra- 
tion, causes  of  immigration,  policy  of  the  Government  in  deal- 
ing with  immigration ;  social,  economic,  and  political  effects  of 
immigration.  This  course  deals  mainly  with  the  problem  of 
Americanization  of  the  immigrant.  Textbook:  Fairchilds'  Immi- 
gration. Louis  E.  Meader,  A.  ^1..  Professor  of  History,  Drury 
College.     Law  Building,  Room  35,  12  m. 

2.  Americanization  and  Other  Problems  of  Contemporary 

American  Democracy 
This    course    deals   with    some    of    the    prnhlems    with    which 
American  democracy  is  confronted  at  the  present  time.     The  prob- 
lem of  Americanization  will  receive  particular  attention:  the  rise 

[4291] 


4292  United  States   Government 

of  the  problem ;  its  general  nature  and  aspects ;  practical  methods 
and  materials  of  Americanization;  principles  of  succ^-^s  for  teach- 
ers and  workers.  Textbook :  Bogardus'  Essentials  of  Americaniza- 
tion, Arnold  J.  Lien,  Ph.D.,  Professor  of  Political  Science.  Law 
Building,  Room  2,  8  a,  m. 

3.  Antheopology,  with  Speciax,  Reference  to 
Americanization 
An  introductory  study  of  the  natural  history  of  man;  a  survey 
of  his  physical  and  intellectual  evolution ;  the  main  divisions  of 
mankind  and  their  general  physical  and  mental  chai'acteristics ; 
the  general  laws  of  man's  existence  and  development ;  chief 
divisions  of  primitive  culture.  All  these  topics  are  made  con- 
crete with  a  view  to  a  better  understanding  of  the  European  races 
and  the  American  people.  Frank  E.  Thompson,  A,B.,  Professor 
of  Education,    Arts  Building  Room  25,  9  a.  m. 

4.  De:mocratic  Ideals 

The  philosophical  meaning  and  the  practical  problems 
(political,  economic,  educational)  of  democracy.  Harting  B. 
Alexander,  Ph.  D.,  Professor  of  Philosophy,  University  of 
Nebraska,     Macky,  Room  21,  11  a.  m. 

5.  Social  Psychology 

A  study  of  personality  as  socially  modified  or  determined;  the 
effects  of  imitation;  habit  and  attention;  social  and  personal 
crises;  language;  instincts,  emotions,  sentimentalisms.  sentiments 
and  ideas ;  occupations  and  institutions.  Professor  Frank  E. 
Thompson,  A.  B.,  Professor  of  Education.  Arts  Building,  Room 
25,  10  A.  M. 


NOTE  ON  CHAPTER  VI 

Connecticut 


1.     State  Activities 
Mr.  EoLert  C.  Deming,  Director  of  the  Department  of  Ameri- 
canization, Hartford,  under  date  of  September  9,  1920,  sent  the 
Committee  the  new  state  law  on  Americanization,  which  follows: 

Chapter  286 
AlN   Act   Establishing   a   Department   of   Americanization 

Section  1,  The  state  board  of  education  shall  establish  a 
department  of  Americanization  and  appoint  a  director  of  such 
department  who  shall  receive  an  annual  salary  of  three  thousand 
dollars  and  his  necessary  expenses.  Such  director  shall  have  such 
powers  and  perform  such  duties  as  may  be  prescribed  by  the  state 
board  of  education,  but  said  director  shall  not  be  authorized  to  ex- 
ercise authority  over  the  conduct  of  any  public  school,  school 
board  or  board  of  education  or  any  teacher  or  other  employee  of 
any  public  school. 

Section  2.  The  school  committee  of  any  town  designated  by  the 
state  board  of  education  may  appoint,  subject  to  the  approval  of 
the  said  board,  a  town  director  of  Americanization  whose  com- 
pensation shall  be  fixed  and  paid  by  the  state  board  of  education. 

Section  3.  The  sum  of  fifty  thousand  dollars  is  appropriated 
for  the  two  fiscal  years  ending  June  30,  1921,  to  carry  out  the  pro- 
visions of  this  act. 

Mr.  Deming  stated  in  his  letter  that  "  we  have  a  speakers* 
bureau  of  some  thirty  foreign  language  speakers  of  various 
nationalities,  a  motion  picture  produced  by  this  department  and 
any  amount  of  literature,  all  as  aids  for  local  directors." 

In  1918,  the  State  Board  of  Education  of  Connecticut  pub- 
lished a  syllabus  for  non-English  speaking  adults  by  Samuel  J. 
Bro^^^l  which  did  not  come  to  the  attention  of  the  Committee  until 
too  late  to  be  included  in  full  in  this  report. 

2.  Bridgeport 

Mr.  S.  J.  Slawson,  Superintendent  of  Schools  in  Bridgeport, 
has  sent  us  the  following  data  in  regard  to  local  conditions  and 
stej)S  being  taken  to  meet  them.     Letter,  JSTovember  12,  1920: 

"  The  problem  referred  to  in  your  letter  of  October  27  ia 

of  very  great  importance  and  I  shall  be  unable  to  give  more 

than  a  mere  skeleton  here. 

[.42931 


4294  United  States   Government 

"  The  population  of  Bridgeport  at  the  last  census  was  143,- 
000.  I  am  enclosing  a  list  of  nationalities  as  shown  by  a 
study  of  school  children.  I  have  no  other  figures  at  hand. 
The  foreign-bom  working  man  is  employed  in  practically 
every  industry  in  the  City  and  there  are  about  five  times  as 
manv  varieties  as  Heinz  has. 

''  Americanization  work  in  this  Citv  is  carried  on  through 
our  public  schools,  factory  classes  and  church  classes.  Eight- 
tenths  of  the  work  is  being  done  in  the  public  schools.  We 
have  a  registration  of  1,000  at  the  present  time.  All  classes, 
whether  in  factory,  churches  or  public  schools  are  under  the 
supervision  of  the  public  school  authorities." 

Report  of  Nationalities  in  Bridgeport 

June,  1920. 

Born   in    America    lS,3Jf8 

Americans    5,637 

English     702 

Irish 570 

Canadian    242 

Austrian     fiG2 

French    147 

Italian    4.221 

Hungarian    2,534 

Slavonian     768 

Czecho-Slovack 178 

Polish     841 

Spanish     63 

Greek    130 

Armenian     107 

Russian     2,053 

Norwegian    175 

Welsh     10 

Scotch     182 

Beltrian 9 

Swedish 381 

German    ;  .  .  397 

Finnish     9 

Roumanian     67 

Lithuanian    254 


Connecticut  4295 

Portuguese    6 

Danish    6 

Egyptian     2 

Syrian     10 

Australian    8 

Dutch    18 

Bohemian     16 

Serbian     5 

West  Indian 2 

South  American 2 

Turk    2 

Swiss 4 

Ukrainian 1 

Iceland    1 

8                       27 

"  English  1  —  For  Foreig:icrs.     Of  first  grade  difficulty, 

"  The  object  of  this  course  is  to  teach  non-English  speak- 
ing peoples  to  read,  write  and  spell  easy,  every-day  English 
in  as  short  a  time  as  possible. 

"  Objective  teaching,  dramatizaiion,  using  the  word  as  a 
sign  for  the  thing  signified  and  rhe  sentence  as  the  unit  of 
thought,  visualization,  conversation,  reading,  writing,  spell- 
ing—  for  a  graded  list  Hunt's  'Elementary  School  Speller,' 
Section  One  (American  Book  Co.)  will  be  used.  Some 
attention  to  phonics.  Every  student  should  supply  himself 
with  a  bilingual  lexicon,  and  use  it. 

"When  the  student  can  read  understandingly  ma  iter  of 
first  grade  difficulty,  he  should  be  transferred  to  Englisli  2. 

"  Textbooks :  Field  and  Coventry,  "  English  for  New 
Americans."  (Silver,  Burdett)  ;  Beshgaturian,  "  Foreign- 
ers' Guide  to  English,"  (World  Book  Company)  ;  Students' 
Textbook,  prepared  by  Raymond  F.  Crist,  Government  Print- 
ing Office,  Washington. 

"  English  2  —  For  Foreigners.    Of  second  grade  ditiiculty. 

"A  continuation  of  English  1.  More  reading,  writing,  and 
spelling.     Much  conversation. 

"  Discussion,  current  topics,  Elementary  Civics  —  every 
day  relationships  from  the  American  viewpoint  of  life.  Talks 
on  personal  hygiene  and  community  health. 


4296  Ukited  States   Government 

"  Some  attention  to  penmanship.  Much  attention  to 
spelling.  Hunt's  "Elementary  School  Speller,"  Section 
Two  (ximerican  Book  Co.),  will  be  used.  More  attention  to 
phonics.  Continued  use  of  the  bilingTial  lexicon.  Insist- 
ence upon  correct  form  in  letter  writing. 

"  Careful  gradation  of  students. 

"  Textbooks :  Plass,  "  Civics  for  Americans  in  the  Mak- 
ing "  (D.  C.  Heath  &  Co.)  ;  Sharpe,  "  Plain  Facts  for  Future 
Citizens''  (American  Book  Company )  ;  O'Brien,  "En- 
glish for  Foreigners,"  Book  Two  (Houghton  Mifflin) ; 
Student's  Textbook,  prepared  by  Raymond  F.  Crist. 

"English  3  —  For  Foreigners.     Of  third  grade  difficulty. 

"  Special  attention  shall  be  given  to  each  of  the  following : 
Conversation,  reading,  penmanship,  writing  letters,  spelling, 
civics. 

"  Conversation  concerning  familiar,  everyday  affairs,  cur- 
rent events,  health,  civics,  etc.  Introduction  of  the  news- 
paper for  information  and  discussion. 

"  Beading  matter  of  third  grade  difficulty.  Copying  let- 
ters, notes,  etc.  Writing  original  letters  —  correct  as  to  form, 
spelling,  punctuation,  etc.  Words  for  spelling  taken  from 
Hunt's  "  Elementary  School  Speller ; "  Section  Three 
(American  Book  Co.) 

"Greater  emphasis  placed  on  phonics.  Students  taught 
the  use  of  the  Enojlish  dictionary.  Elementary  civics,  fami^v 
relations,  equal  rights,  associations,  organizations,  political 
parties,  city  government,  state  government,  etc. —  detail  nnd 
amplification  according  to  understanding  of  class.  Hygiene 
—  yjersonal:  proper  care  of  children,  health  of  the  family 
and  communitv  welfare. 

"  Textbooks :  Chanceller,  "  Standard  Short  Course  for 
Evening  Schools"  (American  Book  Compariv).  O'Shea  and 
Kellogg,  "  Health  and  Habits  "  (Macmillan)  ;  Hoxie  and 
Strong,  "  How  the  People  Rule "  (Silver,  Burdett)  ; 
Students'  Textbook,  prepared  by  Raymond  F.  Crist. 

"  English  4 —  For  Foreigners.     Of  fourth  grade  difficulty. 

"  Reading,  conversation,  discussions. 

"  Fourth  grade  reading  books,  histories,  ne^vspapers,  geog 
raphy,  incidental  —  as  opportunity  offers.  Hygiene,  health 
notes,  cleanlinoss.  care  of  house;  food,  drink,  disease,  acci- 
dents.   Elementarv  civics  —  at  least  half  an  hour  each  even- 


Connecticut  4297 

ins",  considerable  attention  to  immediate  evervdav,  funda- 
mental  relationships,  rights,  and  privileges  from  the  Amei'i- 
can  point  of  view. 

"'  Study  of  community  life  and  city  accivities.  Need  of 
government.  Some  attention  to  the  parts  of  S])eech  and  in- 
struction in  the  elements  of  English  grammar  as  called  for  by 
the  evidence  and  needs  of  the  class. 

"Frequent  letter  writing,  oral  and  written  compositions, 
and  thorough  discussion  of  corrections.  Study  of  synonyms 
and  homonyms.  Practice  in  working  out  the  meaning  of 
words.  Use  Hunt's  "  Elemeutaiy  School  Speller,"  Section 
Four  (American  Book  Co.)  ;  also,  constant  use  of  the  En- 
glish dictionary, 

"  Students  should  be  able  now  to  use  phonics  as  a  tool,  to 
work  out  the  pronunciation  of  words. 

*' Textbooks:  O'Shea  and  Kellogg:  '^  Health  and  Cleanli- 
ness "  (Macmillan) ;  Students'  Textbook,  prepared  by  Ray- 
mond F.  Crist. 

''  English  5 —  For  Foreigners,  of  Fifth  Grade  Difficulty. 

"  Much  reading  of  fifth  grade  matter.  1.  Oral  practice  in 
retelling ;  at  first,  a  few  sentences,  then  a  paragi'aph.  2.  Silent 
practice  in  reproduction,  a  few  sentences,  then  a  paragraph. 
8.  Oral  and  silent  reading  of  a  short  story,  practice  in  retell- 
ing, and  criticisms  by  students.  4.  Material  —  newspapers, 
history,  civics,  hygiene. 

"  Composition  —  oral  and  written,  emphasis  tipon  the  oral. 
Correct  forms  of  expression.  Discussions,  current  events, 
food  regulations,  war  economies,  products,  and  production 
centers,  etc.  Dictation  for  ear  training.  Social  and  per- 
sonal letter  writing.  Business  correspondence,  especially 
business  forms,  letters  of  application,  etc.     Punctuation. 

"Grammar  —  parts  of  speech,  simple  forms,  parts  of 
sentences,  the  paragraphs. 

"Spelling — for  a  graded  list,  use  Hunt's  "Elementary 
School  Speller."  Section  Five  (American  Book  Co.). 

"  Civics  —  Beading  and  discussions. 

"Hygiene  —  Readings  and  discussions. 

"  Geography  —  only  incidental. 

"Textbooks:  McBriden,  "America  First"  (American 
Book  Company)  ;  Guitteau,  "  Preparing  for  Citizenship  '' 
(Houiihton  Mifflin);  O'Shea  and  Kellogg,   "The  Body  in 


4298  United  States   Government 

Health  "   (Macmillan)  ;   "  Student's  Textbook,  prepared  by 
Raymond  F.  Crist.'' 

3.  Hartford 

Mr.  Howard  Bradstreet,  Executive  Secretary  of  the  Mayor's 
Americanization  Committee  of  Hartforr,  under  date  of  ISTovem- 
ber  9,  1920,  sent  the  Committee  the  following  letter: 

"  In  answer  to  your  inquiry  as  to  the  work  done  in  Ameri- 
canization, in  Hartford,  it  gives  me  pleasure  to  state  as 
follows : 

"  1.  Statistics. —  The  population  in  Hartford  in  1920  was 
138,036,  and  increase  of  391^  per  cent.  The  figures  show- 
ing the  racial  composition  in  1920  have  not  yet  been  received. 
Any  attempt  to  quote  figures  must  be  entirely  from  estimates ; 
the  largest  groups  of  foreign  descent  are  Italians,  Polish, 
Russian  Jews,  of  whom  there  are  approximately  15,000  or 
more  of  each ;  probably  one  half  of  the  population  is  of  native 
born  parentage. 

"2.  Employment. —  Slavish  groups  are  employed  largely 
in  the  foundries  and  rubber  companies;  Italians  in  the 
lighter  manufacturing,  needle-work  and  manual  labor; 
Greeks  —  restaurants  and  confectionery  stores.  All  are  dis- 
tributed somewhat  evenly  among  the  different  industries  of 
the  city. 

"  3.  Facilities. —  The  public  schools  furnish  evening 
school  instruction  in  five  of  the  schools.  Registration  over 
1,000 ;  sessions  three  nights  a  week.  The  state  has  a  Depart- 
ment of  Americanization  which  assists  to  some  extent  in  local 
measures.  The  city  has  organized  and  finances  "  The 
Mayor's  Americanization  Committee  "  which  assists  the  work 
in  the  public  schools  and  extends  it  into  the  factories  and 
homes,  especially  among  the  women,  and  also  conducts  citi- 
zens' classes  for  men. 

"4.  Mayo/s  Americanization  Committee,  252  Asylum 
Street,  Y.  M.  C.  A.,  and  a  considerable  number  of  other 
organizations  working  directly  in  co-operation  with  the 
Mayor's  Committee,  which  is  a  centralizing  group.  For 
other  comminiities  In  tliis  vicinitv  vou  are  referred  to  Robert 
C.  Deming,  Director  of  State  Americanization,  State 
Capitol,  Hartford,  Connecticut. 

"  5.  Suggestions. —  (a)  A  strong  system  of  evening 
scliools  supplemented  by  extension  work  in  factories,  homes 
and  racial  groups  primarily  for  instruction  in  Englisli. 


Cox:s'ECTicuT  4299 

"(b)  Recognition  of  the  psychology  of  the  human  being 
which  makes  people  of  similar  interests  naturally  grouped 
together.  Into  such  groups,  whether  racial  or  social,  inject 
talks  on  America  or  economics,  health,  recreation,  etc. 

"  (c)  One  of  the  most  important  factors  in  training  for 
citizenship  is  to  have  the  native  American  appreciate  that  no 
group  should  be  left  out  of  matters  of  general  interest  in 
the  community.  The  principle  of  adult  leadership  as  applied 
in  the  Boy  Scout  Movement  is  equally  applicable  to  the 
foreign-born,  and  American  clubs,  civic  or  social,  should  have 
a  committee  whose  business  it  is  to  keep  in  touch  with  at  least 
one  foreign-born  association.  The  training  of  citizenship  is 
not  a  matter  for  a  single  person  or  a  single  gi'oup  but  is  a 
proposition  of  general  absorption  into  the  public  life  which 
needs  an  open-pored  mind  on  the  part  of  the  native  born. 

"  Ecquireraents  for  teachers : 

(a)  Personality  and  interest; 

(b)  A]3preciation   of  the  social  backgi'ound  of  tho 

work; 

(c)  Knowdedge  of  the  technique  of  teaching  English 

to  the  adult; 

(d)  Sufficient  pay  to  enable  the  teacher  to  devote 

the   best  energies   to   the   task   without  over- 
fatigue from  other  labors ; 

The  Mayor's  Americanization  Committee  has  published  "  The 
Hartford  Handbook  for  ^ew  Citizens  —  and  Old,"  which  gives  a 
brief  history  of  the  outstanding  events  in  the  history  of  the  United 
States  and  of  the  State  of  Connecticut ;  an  outline  of  the  United 
States  Constitution  and  a  plan  of  the  American  Government ;  an 
outline  of  the  Federal,  State  and  City  governments  in  Hartford : 
and  finally  information  in  regard  to  naturalization,  citizenship, 
voting,  etc. 

4.  Waterbury 
Mr.  B.  W.  Tinker,  Superintendent  of  Education  in  Waterbury, 
wrote  the  Committee  under  date  of  jSTovcmber  9,  1920  as  follows: 
"  Waterbury  has  about  100,000  inhabitants.    . 
"  The  number  of  people  of  foreign  birth  is  approximately 
40.000:    10.000   Italians,    5,000  Tithuanians,    2,000   Poles. 
7,000   Russians   and   2,000   Germans  making  up  the  large 
groups. 


4300  United  States  Government 

"  The  industries  of  Waterbury  are  largely  those  of  brass 
and  automatic  machinery  with  numerous  branches  along 
these  lines. 

"  For  Americanization  work,  five  public  schools  in  different 
sections  of  the  city,  with  some  150  teachers  are  thrown  open. 
Waterl>ury,  for  many  years,  has  had  not  only  the  largest  even- 
ing school  attendance  in  this  state  but  the  highest  per  cent  of 
attendance. 

''  Usually  the  language  groups  have  been  placed  together, 
and  at  least  one  teacher  speaking  the  language  of  the  group 
has  been  assigned  with  other  English-speaking  teachers 
sufficient  to  take  proj)er  care  of  the  classes.  These  group 
classes  have  consisted  of  male  and  female  of  Italian,  Lithu- 
anians, Poles,  Eussians,  and  Albanians,  the  latter  group  hav- 
ing for  the  most  part  left  the  city. 

"  Special  textbooks  and  pamphlets  have  been  used. 
Special  classes  in  ISTaturalization  have  been  conducted,  four 
groups  of  about  fifty  each  gi-aduating  each  year.  Six  gym- 
nasiums, swimming  pools  and  four  rooms  in  other  buildings 
have  been  thrown  open  for  their  entertainments  and  other 
social  gatherings. 

"  For  this  type  of  work  we  appoint  teachers  who  have 
either  received  special  training  or  who  have  been  in  the  past 
unusually  successful  in  evening  school  work,  and  our  experi- 
ence has  been  that  the  best  results  are  secured  through  the 
public  schools,  with  suitable  propaganda,  through  posters  on 
bill  boards,  trolley  cars,  circulars  sent  through  the  school 
children  to  the  home,  addresses  made  in  their  social  clubs,  and 
the  cooperation  of  the  pastors  of  the  non-English  speaking 
churches,  and  we  have  succeeded  in  getting  a  very  large 
number  of  the  foreign-born  population  interested. 

"  By  furnishing  them  with  our  best  equipment  in  the  shape 
of  schoolrooms  and  capable  teachers  we  have  succeeded  in 
holding  them." 


NOTE  ON  CHAPTER  VU 

Delaware 

In  September,  1920,  the  Service  Citizens  of  Delaware  pul> 
lished  a  report  on  Americanization  in  Delaware  for  the  season  of 
1919-1920,  which  describes  the  recent  developments  of  the  work 
previously  begun,  the  earlier  phases  of  which  are  outlined  in  a 
previous  chapter.     The  report  follows: 

In  January,  1919,  the  Americanization  program  of  the  Dela- 
ware State  Council  of  Defense  was  taken  over  by  the  Service  Citi- 
zens of  Delaware  as  a  special  bureau,  still  retaining  the  name 
"  Delaware  Americanization  Committee."  During  the  six  months 
folloA\ing,  the  primary  task  of  this  departiaent  was  the  organiza- 
tion of  a  system  of  immigrant  edu2aiion  which  should  fill  the  need 
■anrW  public  funds  could  be  appropriated  for  the  work  and  at  the 
same  time  serve  as  a  demonstraticu  of  the  results  attainable  under 
a  competently  organized  system.  This  six  months'  experiment  has 
been  fully  described  in  an  earlier  report.  In  July,  1919,  when  a 
State  appropriation  became  available  for  the  educational  work, 
thirty  compact,  successful  classes  were  turned  over  to  the  Wilming- 
ton City  Board  of  Education,  releasing  the  Service  Citizens' 
Americanization  budget  for  badly  needed  supplementary 
activities. 

A  New  Alignment  of  Forces 

Fortunately  this  division  of  responsibility  for  the  Americaniza- 
tion program  in  Delaware  has  not  involved  a  loss  of  unity  in  the 
purposes  and  policies  of  the  work  itself.  The  official  educational 
authorities  wisely  retained  the  services  of  Miss  Marguerite  Bur- 
nett, who  has  organized  and  supervised  the  classes  for  the  Service 
Citizens.  During  the  past  year  no  step  of  importance  has  been 
taken  by  either  office  without  the  knowledge  and  co-operation  of 
the  other.  In  this  report,  accordingly,  the  activities  and  accom- 
plishments of  both  departments  are  described  with  reference  to  a 
single  program. 

The  general  purpose  of  the  Delaware  program  has  never  altered. 
That  purpose  is  to  bring  all  the  foreign  born  people  of  Delaware 
into  the  circle  of  American  life;  to  make  America  theirs  in  the 
sense  that  they  understand  its  institutions  and  share  its  opportu- 
nities, and  to  make  them  America's  by  enriching  oay  common 
heritage  with   the  best  that  they  have  brought  to  us  from  other 

[4301] 


4302  United  States  Government 

lands.  In  working  toward  this  objective  the  task  of  the  educa- 
tional authorities  was  obviously  to  provide  the  means  by  which  the 
process  of  reciprocity  became  possible ;  to  open  the  door  of  our 
America  to  the  eager  and  ambitious  hundreds  who  longed  to  con- 
quer the  barrier  of  an  alien  speech.  And  upon  the  "  Delaware 
Americanization  Committee "  devolved  the  responsibility  of 
widening  the  circle  still  further  to  take  in  as  many  as  possible  of 
the  thousands  who  are  prevented  by  home  or  working  conditions 
from  attending  school  or  who  have  never  even  felt  the  need  of 
closer  contact  with  the  American  community. 

State  and  Local  Boards  of  Education 

Fnder  the  "  State  Aid  Bill  "  passed  by  the  General  Assembly 
in  March,  1919,  the  sum  of  $15,000  a  year  for  two  years  was  ap- 
propriated for  the  instruction  of  non-English  speaking  adults. 
Classes  were  to  be  organized  and  run  under  the  auspices  of  the 
Local  Board  of  Education  in  each  district ;  costs  were  to  be  ap- 
proved by  the  State  Board  and  paid  from  the  State  treasury. 
The  largest  responsibility  naturally  fell  to  the  Wilmington  Board 
of  Education ;  the  authorities  at  New  Castle,  Clavmont.  Stanton 
and  ISTewport  also  came  under  the  act.  One  Supervisor  was 
engaged  jointly  by  all  these  districts,  responsible  to  them  as  well 
as  to  the  State  Board. 

All  of  the  work  outside  of  Wilmington  has  been  organized  since 
October,  1919. 

The  State  appropriation  of  $15,000  has  been  found  to  be  barely 
sufficient  for  the  actual  expense  of  teaching,  janitor  service,  super- 
vision and  routine  printing.  Matters  coming  under  these  heads 
have  been  exclusively  under  the  jurisdiction  of  the  educational 
authorities.  Publicity  and  supplementary  activities  carried  on 
in  the  schools  were  of  course  essential  to  the  success  of  the  work 
and  were  paid  for  and  in  part  carried  on  by  the  Service  Citizens. 

The  Delaware  Americanization  Committee 

For  the  year  beginning  July  1,  1919,  the  Service  Citizens 
.•ippropriated  $15,000  for  the  work  of  the  '"  Delaware  Ameritn;' 
ization  Committee."  The  first  charge  upon  this  budget  has  been 
the  supplementary  work  in  the  night  schools,  referred  to  in  the 
foregoing  paragraph.  This  included  provision  for  publicity, 
"  community  evenings  "  and  follow-up  calling  by  the  teachers.  In 
addition  to  these  activities,  which  were  really  an  integral  part  of 


Delaware  4303 

the  school  work,  the  Service  Citizens'  bureau  has  rlevelop^rl  a 
special  department  which  works  with  non-English  speaking  women 
in  their  homes  and  a  "Trouble  Bureau  "  to  which  hundreds  of 
foreign  born  people  have  turned  in  trouble  or  per])lexity.  Both  of 
these  activities,  as  well  as  the  work  in  the  schools,  are  described 
in  detail  below. 

In  November  a  special  committee  of  Service  Citizens  was 
appointed  by  the  director  to  keep  in  close  touch  with  the  work  of 
the  Americanization  Department.  This  committee  has  held  meet- 
ings at  regular  intervals  and  has  been  of  the  greatest  value  in 
advising  the  Executive  Secretary  and  in  helping  the  American 
community  to  understand  the  spirit  of  the  work.  Its  members  are : 
Mrs.  James  N.  Ginns,  Mr.  "William  F.  Kurtz,  Mrs.  Preston  Lea, 
Mr.  George  B.  Miller,  Mr.  John  S.  Kossell,  Mr.  John  C.  Saylor 
and  Mr.  Charles  Warner. 

Co-operating  groups 

Numerous  organizations  in  the  State  have  made  definite  con- 
tributions to  the  success  of  the  program.  In  New  Castle,  at  a 
meeting  of  the  leading  citizens  called  by  the  Mayor,  a  strong  and 
active  City  Committee  on  Americanization  was  formed.  In  Wil- 
mington the  Child  Health  centers  of  the  Eeconstruction  Commis- 
sion, the  Y.  M.  C.  A.,  the  Colonial  Dames,  Italian  Neighborhood 
House,  the  Russian  Society,  the  Ukrainian  Society,  the  United 
States  District  Court  and  the  People's  Settlement  gave  systematic 
help  in  carrying  out  specific  pieces  of  work.  The  Chamber  of 
Commerce,  the  Public  Library,  the  New  Century  Club,  the 
Daughters  of  the  American  Revolution,  the  Delaware  Association 
of  College  Women,  the  Y.  M.  H.  A.,  the  Council  of  Jewish 
Women,  the  W.  C.  T.  U.,  the  Associated  Charities  and  the  Red 
Cross  gave  hearty  and  effective  co-operation.  The  Labor  Unions 
have  evinced  a  lively  interest  in  the  program. 

In  all  the  history  of  Americanization  in  Delaware  there  has 
been  no  clashing  of  the  programs  of  different  organizations.  This 
is  a  very  unusual  condition,  and  we  believe  that  the  harmony  dis- 
played by  the  groups  of  workers  may  hare  had  something  to  do 
with  the  spirit  of  helpfulness  and  good-will  among  the  students 
in  the  classes. 

THE  FOREIGN  BORN  IN  DELAWARE 

One  of  the  first  steps  taken  by  the  State  Defense  Council  in 
formulating  its  Americanization  program  in  1918  was  an  attempt 


4304  United  States  Government 

to  ascertain  the  precise  facts  about  the  foreig^i  bom  people  in  the 
State.  So  far  as  population  was  concerned  this  was  an  almost 
impossible  task.  The  census  of  1910  reported  about  seventeen 
thousand  foreign  born  in  Delaware,  over  one-third  of  whom 
came  from  English-speaking  countries.  Immigration  to  Dela- 
ware was  very  heavy  from  1910  to  1914,  especially  from  Italy 
and  the  Russias;  from  1914  to  1918  it  was  very  small.  During  the 
war  there  was  a  large  influx  of  foreign  workmen  who  entered 
the  steel  and  shipbuilding  plants  of  the  State,  but  many  of  these 
left  when  production  in  these  plants  was  cut  down  again.  For 
this  reason  the  "  alien  industrial  census  "  taken  by  the  Defense 
Council  in  the  autumn  of  1918,  while  furnishing  much  valuable 
information,  is  not  of  great  service  in  determining  the  actual  num- 
bers of  foreign  born  within  the  State  today.  Until  the  1920 
census  returns  are  in,  the  Committee  must  depend  upon  estimates 
secured  from  those  closest  to  each  national  group.  The  most 
reliable  summary  of  these  estimates  would  place  the  foreign  born 
population  of  the  State  at  about  25,000.  two-thirds  of  which  is 
about  evenly  divided  between  Italians  and  Poles,  and  the  rest  com- 
posed of  British.  Germans,  Scandinavians,  Jews,  Hungarians, 
Greeks,  Spanish,  Mexicans,  South  Americans  and  Portuguese.  So 
many  of  these  have  arrived  since  the  war,  and  so  many  others 
were  born  in  territory  transferred  by  the  treaty,  that  the  next 
census  will  show  some  startling  changes  in  its  list  of  nationalities. 

This  immigrant  population  is  almost  entirely  concentrated  in 
and  around  the  city  of  Wilmington.  A  thorough  canvass  in  both 
lower  counties  of  the  State,  conducted  in  the  spring  of  1919, 
revealed  no  appreciable  group  of  non-English  speaking  foreigners 
in  any  community  with  the  exception  of  Delmar,  where  fifteen 
Italian  families  were  reported.  During  the  summer  large  groups 
of  foreigners  are  to  be  found  in  labor  camps  in  the  vicinity  of  the 
various  canneries.  Most  of  these  people  are  resident  of  the  State 
of  Maryland. 

That  the  foreign  born  of  Wilmington  are  here  to  stay  is  indi- 
cated by  the  fact  that  in  827  real  estate  transfers  noted  in  the 
daily  papers  during  the  spring  of  1919,  255  of  the  purchasers  had 
unmistakably  Italian,  Polish,  Russian  or  Jewish  names. 

Survey  of  Foreign  Neighborhoods 

Far  more  important  than  any  question  as  to  the  actual  number 
of  foreign  born  in  Delaware  i?  that  of  the  conditions  under  which 
they  live.     The  capacity  of  the  State  to  absorb  its  foreign  born 


Delawark  4305 

residents  is  measured  by  its  ability  to  share  with  them  the  rounded 
life  of  the  American  eonmiunity.  In  how  far,  the  Committee 
asked  itself,  are  these  alien  groups  being  taken  into  the  circle  of 
American  interests  and  activities,  and  in  how  far  are  they  living 
a  life  apart,  steeped  in  the  traditions  of  the  old  country  ?  Is  the 
physical  and  spiritual  environment  offered  by  the  State  to  these 
groups  one  which  will  tend  to  ally  them  with,  or  to  alienate  them 
from,  American  life  ?  Where  will  the  foreign-speaking  people  of 
the  State  be  living  ten  years  from  now,  and  under  what  conditions  ? 

If  these  questions  had  been  faced  a  few  years  ago  by  many 
communities  of  New  England  and  of  the  Middle  West,  they  would 
not  have  an  "Americanization  problem  "  today.  The  huge  self- 
sustaining  foreign  colonies  in  our  great  cities  and  the  forlorn, 
isolated  immigrant  groups  in  our  little  cities  are  at  the  same  time 
the  effect  and  the  cause  of  our  failure  to  share  the  life  of  America 
with  new  arrivals.  They  grew  up  because  the  alien  was  never 
made  to  feel  at  home  in  the  American  community  and  sought  the 
companionship  of  his  kind;  they  continue  because,  having  built 
up  a  community  life  of  their  own  without  the  help  or  the  sym- 
pathy of  their  native  born  neighbors,  our  immigrant  residents 
have  formed  the  habit  of  getting  along  without  us.  And  we  can 
hardly  blame  them  if  they  receive  a  trifle  coldly  our  tardy  and 
sometimes  tactless  interest  in  what  they  have  come  to  consider 
their  personal  affairs. 

Believing  that  the  growth  of  such  alien  colonies  in  Delaware 
could  be  anticipated  and  prevented  from  becoming  a  detriment  to 
both  native  and  foreign  born,  the  committee  early  began  a  study 
of  the  districts  of  Wilmington  where  immigrants  live  in  large 
numbers.  Plans  are  now  being  made  and  put  into  effect  which 
will  make  Wilmington  a  great  shipping  port  in  a  few  years. 
Undoubtedly  the  foreign  population  of  the  State  will  grow  by 
leaps  and  bounds.  Now  is  the  time  to  study  the  environment 
which  will  mold  the  lives  of  these  people  and  to  make  sure  that 
it  will  afford  at  least  an  opportunity  for  normal  contact  with 
American  life. 

At  the  end  of  December,  1919,  Miss  Sara  Libby  Carson,  of  New 
York  City,  was  asked  to  make  a  brief  study  of  conditions  and  ten- 
dencies  in  the  foreign  districts  of  Wilmington  in  order  to  aid  the 
Americanization  Committee  in  formulating  a  future  program. 
Her  report  dealt  with  the  location  of  these  districts,  the  nation- 
alities dwelling  in  each,  living  conditions,  probable  future  develop- 


4306  United  States  Government 

ment  and  recommendations  as  to  the  best  means  of  filling  the  need 
of  each  district. 

Miss  Carson's  survey  deals  with  six  well-defined  foreign  neigh- 
borhoods in  the  city  of  Wilmington.  The  first  is  to  be  found  in 
the  heart  of  the  city  and  is  inhabited  chiefly  by  single  men  in 
rooming  houses  and  by  families  whose  homes  are  over  their  place 
of  business;  the  second  is  the  "Little  Italy"  of  the  west  side; 
the  third  is  the  Polish  community  of  the  southwest  side ;  the  fourth 
is  the  Polish  community  of  the  east  side;  the  fifth  is  the  mixed 
Polish,  Eussian  and  Ukrainian  colonies  "  over  Third  Street 
Bridge "  and  the  sixth  the  forlorn,  scattered  group  of  mixed 
origin  to  be  found  *'  over  Eleventh  Street  Bridge." 

Housing  conditions  in  each  of  these  districts,  except  the  west 
side  Polish  district,  are  as  bad  as  possible.  In  the  districts  "  over 
Third  Street  Bridge  "  and  "  over  Eleventh  Street  Bridge  "  there  is 
no  sewer  system  and  most  of  the  cellars  have  water  standing  in 
them  the  greater  part  of  the  year.  Paving  in  both  these  districts 
and  in  the  west  side  Italian  district  has  been  utterlv  nefflected  for 
years.  Unsightly  dump  heaps  are  everywhere  to  be  seen.  Houses 
of  the  worst  possible  type  rent  from  fifteen  to  twenty-five  dollars 
a  month,  and  in  many  cases  these  miserable  buildings  have  been 
purchased  by  tenants,  because  they  feared  being  required  to  move 
and  knew  that  better  quarters  were  not  to  be  had. 

In  the  South  Wilmington  district  ("  over  Third  Street  Bridge") 
a  number  of  attractive  homes  have  been  built  by  the  foreign  peo- 
ple themselves,  but  their  value  is  greatly  decreased  by  the  failure 
of  the  city  to  care  properly  for  the  streets.  In  general  it  is  found 
that,  though  very  little  encouragement  is  given  to  the  residents  of 
these  districts  to  keep  their  places  up,  they  have  taken  a  great 
deal  of  pride  and  interest  in  doing  so,  and  that,  where  conditions 
are  bad,  the  fault  lies  chiefly  with  the  city  which  takes  it  for 
granted  that  "  foreigners  "  will  not  demand  anything  better. 

Turning  from  the  physical  environment  provided  by  the  Amer- 
ican community  for  its  foreign  born  residents  to  the  mental  and 
s[)iritual  environment  ofi'ered,  conditions  are  not  much  better.  In 
South  AVilmington  and  in  the  district  "  over  Eleventh  Street 
Bridge  "  there  is  literally  no  healthful  recreation  offered  by  the 
city  or  by  commercialized  agencies.  There  are  no  playgrounds 
;ind  no  moving  picture  houses.  The  children  play  in  the  muck 
of  the  streets  and  of  the  dump  heaps  and  on  the  unprotected  rail- 
road track.     The  young  people  finrl  their  recreation  on  the  streets 


Delaware  4307 

or  in  the  pool  rooms  and  stationery  stores.  Their  elders  sit  on  the 
front  steps  when  they  have  any  time ;  many  of  them  do  not  see 
jMarket  street  once  a  year.  The  schoolhonses  in  all  these  districts 
were  built  years  ago  and  are  utterly  inadequate  as  to  both  space 
and  equipment. 

Each  of  these  districts  except  the  first,  which  will  be  partly 
crowded  out  as  the  business  section  of  the  city  develops,  is  the 
potential  nucleus  of  an  alien  city  within  a  city,  self-sustaining, 
detached,   indifferent  to  the  thronging  life  of  America  outside. 
Two  of  these  districts   are  served  by  social  settlements,   which 
should  be  made  the  channel  through  which  the  best  of  America 
may  be  brought  to  those  who  have  seen  chiefly  its  worst.     In  the 
two  districts  which  are  separated  from  the  city  by  Third  Street 
and  Eleventh  Street  bridges  there  is  no  such  center  to  represent 
American  life,  aside  from  the  dingy  school  houses.     The  harbor 
project,  when  developed,  will  make  of  South  Wilmington  a  huge 
industrial  center  which  can  spread  out  indefinitely  in  the  direc- 
tion of  New  Castle.     The  people  of  this  district  come  chiefly  from 
territory  which  lay  within  the  bounds  of  the  former  Austrian 
Empire.      At   present   they    are   isolated   and   lonely,    eager   for 
opportunities  for  contact  with  American  life.    Ten  years  from  now 
they  will  probably  be  surrounded  by  thousands  of  their  fellow- 
countrymen,  leading  their  own  lives  apart  from  the  American 
community. 

Miss  Carson's  report  recommends  very  strongly  that  a  program 
for  dealing  with  this  situation  be  adopted  contemporaneously 
with  the  development  of  the  port  project.  It  is  in  reference  to 
this  situation  that  the  Committee  has  made  its  plans  for  school 
centers  for  the  coming  year. 

TEACHER  TRAINING 

One  of  the  greatest  handicaps  felt  by  the  State  and  Local 
Boards  of  Education  as  thev  took  over  the  classes  which  had  been 
organized  by  the  Service  Citizens  was  the  shortage  of  trained 
teachers.  In  Wilmington  the  eligible  list  of  teachers  who  had 
completed  the  institute  course  and  were  willing  to  do  night  school 
work  was  entirely  exhausted  by  the  first  year's  appointments. 
There  were  no  trained  teachers  for  outlying  districts. 

Fortunately,  the  Educational  Bureau  of  the  Service  Citizen.<^ 
had  undertaken  to  supplement  the  Summer  School  Course  at  Dela- 
ware College,  Xewark,  with  some  particularly  valuable  teacbiM- 


4308  United  States  Governmbnt 

training  work,  and  an  Americanization  course  was  made  part  of 
this  program.  Twenty-one  women  completed  this  course,  several 
of  whom  were  available  as  teachers  in  the  fall. 

The  small  number  of  teachers  trained  at  this  Institute  was  due 
to  the  fact  that  most  of  the  students  at  the  Summer  School  were 
from  rural  communities  where  there  was  little  likelihood  that 
Americanization  classes  would  be  established,  while  city  teachers 
who  wished  to  take  only  Americanization  work  were  obliged  to 
commute  to  and  from  college.  The  course  was  exceedingly 
valuable,  however,  in  interesting  scores  of  teachers  who  attended 
part  of  the  lectures  but  did  not  seek  a  certificate.  Each  of  these 
teachers  carried  home  some  notion  of  the  meaning  and  importance 
of  a  sane  Americanization  program  and  helped  to  interest  the 
people  of  her  district  in  what  the  State  was  doing  for  its  foreign 
born.  This  interest  has  already  borne  practical  fruit  in  the  help- 
ful attitude  of  many  local  communities  toward  the  isolated  foreign 
families  scattered  throughout  the  State  and  toward  the  hordes  of 
Italians  and  Poles  from  Maryland  who  invade  many  Delaware 
towns  during  the  canning  season. 

However,  the  supply  of  trained  teachers  was  still  so  small  that 
teachers  without  special  training  had  occasionally  to  be  used  as 
substitutes  during  the  winter  of  1919-1920.  Accordingly,  a 
second  institute  was  held  in  Wilmington  in  the  spring.  Forty- 
nine  men  and  women  rnroilod  in  this  course,  twenty-three  of  whom 
completed  it.  An  interesting  and  encouraging  feature  of  this 
registration  was  the  fact  that  two-fifths  of  those  enrolled  were 
persons  outside  the  teaching  profession. 

The  program  for  this  course  appears  in  full  in  Appendix  A. 
The  plan  was  to  have  general  problems  connected  with  the  foreign 
born  and  certain  specific  problems  of  method  handled  by  well- 
known  authorities  from  outside,  and  the  detailed  presentation  of 
teaching  methods  by  the  local  supervisor.  Among  the  eminent 
authorities  who  lectured  were  Prof,  Herbert  Adolphus  Miller,  of 
Oberlin  College ;  Dr.  John  J.  Mahoney,  Director  of  American- 
ization for  the  State  of  Massachusetts;  and  Miss  Esther  Everett 
Lape,  of  New  York  City. 

The  significant  development  of  these  later  training  courses  has 
been  the  progressive  tendency  toward  increasing  facilities  for 
observation  and  practice.  Every  student  who  completed  the 
course  visited  typical  night  school  classes  for  immigrants,  both  for 
beginners  and  for  advanced   pupils.      Demonstration   lessons   in 


Delaware  4309 

Spanish  were  given  by  the  S\ipervisor,  and  several  periods  were 
devoted  to  practice  teaching.  Demonstrations  of  recreationnl 
work  were  given  by  experienced  leaders  and  each  student  was 
required  to  assist  at  at  least  one  night  school  party.  Each  student 
also  made  a  survey  of  one  of  the  foreig-n  districts  of  the  city, 
studying  not  only  conditions  but  the  agencies  at  work  to  improve 
them. 

While  the  financial  burden  of  these  Institutes,  except  that  of  the 
assembly  space,  has  been  borne  by  the  Service  Citizens,  the  bulk 
of  the  time  and  energy  expended  has  come  from  the  Supervisor's 
office.  As  a  result  of  the  combined  efforts  of  both  staffs,  an 
adequate  supply  of  teachers,  equipped  to  cope  with  the  human  as 
well  as  the  pedagogical  problems  of  the  night  school  class  room, 
will  be  ready  to  enter  the  schools  in  the  fall. 

ADVERTISIXG     THE    SCHOOLS 

On  October  6th  classes  in  English  and  citizenship  for  the  adult 
foreign  born  reopened  in  Wilmington  under  the  control  of  the  City 
Board  of  Education.  In  planning  the  publicity  campaign  which 
preceded  the  opening,  both  the  Committee  and  the  Supervisor 
relied  far  more  on  the  solid  achievement  of  the  year  before  than 
on  spectacular  advertising  methods.  Four  hundred  and  sixiy- 
two  pupils  had  finished  the  first  year's  course  in  June.  They 
knew  better  than  any  one  else  what  it  had  done  for  them  and  what 
it  could  do  for  others.  They  also  had  the  advantage  of  speaking 
the  language  and  understanding  the  point  of  view  of  those  who 
most  needed  instruction. 

The  Student  Advisory  Council 

Accordingly,  on  September  19,  a  student  conference  was 
summoned  by  the  SVipervisor  to  advise  her  as  to  the  best  plans  for 
the  coming  campaign.  This  group  was  made  up  of  representa- 
tives from  each  of  the  thirtv  classes  already  organized.  It  showed 
a  ready  grasp  of  the  problems  presented  to  it,  made  concrete  and 
valuable  suggestions  and  then  did  its  share  with  real  enthusiasm 
toward  carrying  out  the  plans  adopted.  . 

The  Reunion 

The  most  interesting  result  of  this  conference  was  the 
"  Reunion  "  held  in  the  High  School  auditorium  on  September 
30.  To  this  gathering  all  the  men  and  women  who  had  attended 
classes  regularly  the  year  before  were  invited  by  letter,  and  each 


4310  United  States  Government 

was  asked  to  bring  a  friend.  Each  school  had  its  special  seats 
reserved  in  the  hall  and  each  had  its  o^vn  registration  booth,  set 
up  and  decorated  by  the  students  themselves. 

The  decoration  of  these  booths  was  an  event  in  itself.  There 
was  keen  rivalry  between  the  different  schools.  Each  booth,  the 
pupils  decided,  ought  to  carry  the  colors  of  America  as  well  as 
those  of  all  the  mother  countries  of  all  the  pupils  in  the  school. 
The  result  was  a  glorious  riot  of  color,  which  lent  an  air  of 
festivity  to  the  whole  proceeding.  After  the  formal  meeting,  at 
which  all  sang  the  songs  they  had  sung  together  the  year  before, 
looked  at  the  stereopticon  views  of  classroom  work  and  school 
celebrations  and  listened  to  explanations  in  English  and  in 
foreign  languages,  there  was  great  rivalry  as  to  which  school 
should  secure  the  largest  number  of  registrants,  and  several  made 
a  really  remarkable  showing. 

Posters  and  Booklets 

The  posters  used  in  this  campaign  were  based  upon  the  same 
principle  of  utilizing  existing  interest.  There  were  three  of  them, 
all  showing  enlarged  photographs  of  scenes  in  Wilmington  night 
schools.  The  first  showed  the  commencement  exercises  of  June, 
1919,  and  bore  the  inscription,  "  Under  the  Flag  of  Ameripn. 
people  of  many  nations  are  brothers  together."  The  second  showed 
a  classroom  converation  lesson  marked,  "  Can  you  speak  English 
well?  These  men  are  lenrning  to  talk  together  in  English,  the 
language  of  America."  The  third  showed  a  party  group,  with 
the  admonition,  ''  Make  the  night  school  your  club."  Under  each 
picture  was  a  statement  as  to  the  work  done  in  the  schools  and 
a  complete  list  of  centers  where  classes  were  held. 

The  posters  were  printed  in  Italian,  Polish,  Spanish,  Ru?~ian, 
Yiddish  and  Ukrainian  —  none  at  all  in  English.  They  did 
exactly  what  was  expected  of  them.  Wherever  they  were  dis- 
played an  eager  group  could  be  seen  exclaiming  and  gesticulating. 
A  proud  pupjl  would  be  explaining  to  the  uninitiated  exactly 
what  the  school  was  all  about;  everybody  would  be  seeking  to 
identify  some  acquaintance  in  the  group  pictured. 

Another  very  successful  advertising  medium  was  a  descriptive 
booklet  giving  in  detail  the  material  covered  by  beginning,  inter- 
mediate and  advanced  courses.  This  booklet  was  modeled  sonie- 
what  upon  the  elaborate  catalogues  issued  by  firms  advertising 
correspondence  courses  in  English.  The  Supervisor  had  come 
across  so  many  men  who  had  been  dazzled  by  such  announceinents 


Delaware  4311 

and  paid  ont  fifty  or  one  hundred  dollars  a  course,  only  to  find 
that  the  material  presented  was  far  beyond  their  grasp,  that  it 
seemed  worth  while  at  least  to  experiment  with  this  sort  of  adver- 
tising:. The  booklets  were  printed  in  Italian,  Polish,  Yiddish, 
Spanish,  Greek,  Russian  and  Ukrainian  and  were  illustrated  from 
cla'Ssroom  scenes. 

Other  Publicity 

In  this,  as  in  the  preceding  campaign,  the  industries  and  the 
public  schools  took  an  active  part.  All  industries  where  foreigners 
were  employed  displayed  posters  and  booklets ;  several  registered 
their  own  employees.  In  the  schools,  pupils  who  worked  actively 
to  bring  non-English-speaking  adults  to  the  night  school  were 
proud  to  display  the  button  which  designated  them  as  '"  Uncle 
Sam's  Helpers."  Copies  of  Dr.  Patri's  "  Letters  From  Uncle 
Sam  "  were  distributed  by  school  children  as  before. 

Wishing  to  test  the  efficiency  of  the  various  publicity  methods 
used,  the  Committee  asked  all  teachers  in  the  Americanization 
classes  on  one  evening  in  March  to  ask  each  pupil  present  what 
had  first  interested  him  in  the  night  schools.     The  results  follow: 

Pupils  first  interested  through  a  poster    79 

Pupils  first  interested  through  friends    74 

Pupils  first  interested  through  employer  or  foreman    ....  45 

Pupils  first  interested  through  a  booklet    29 

Pupils  first  interested  through  wife  or  children    26 

Pupils  first  interested  through   a  call  or  personal   Ictrer.  .  .  2() 

Pupils  first  interested  through  racial  organizations    20 

Pupils  first  interested  through  the  church    13 

Pupils  first  interested  through  a  newspaper     11 

Pupils  first  interested  through  a    lighted    sign    of  ;':>!■    the 

school 8 

Pupils  first  interested  through  the  Service  Citizens'  Trouble 

Bureau 5 

Total  answering  questions    336 

ORGANIZATION 

When  the  Wilmington  classes  opened  on  October  6th,  544 
pupils  presented  themselves  for  instruction  and  became  regular 
members  of  the  classes.  As  before,  a  number  registered  through 
the  industries  who  never  came  to  school  and  a  number  came  two  or 
three  nights  and  then  dropped  out.  This  latter  group  of  temporary 


4312  United  States  Government 

registrants  was  very  much  smaller  than  in  the  first  year,  partly 
because  the  curiosity  seekers  had  been  satisfied  already  and  partly 
because  the  employment  of  extra  registrars  during  the  first  week 
made  it  possible  for  the  teachers  to  make  the  early  lessons  interest- 
ing and  valuable  to  all  who  came. 

Of  the  pupils  who  had  attended  regularly  the  year  before,  all 
but  230  returned.  The  Americanization  Committee  made  a 
special  study  of  these  cases  of  failure  to  return  and  was  able  to 
get  at  the  cause  of  189  cases.  These  causes  are  tabulated  in 
Appendix  B  and  would  seem  to  justify  the  following  conclusions: 

Of  189  pupils  who  failed  to  return: 

10  had  reasons  showing  dissatisfaction  with  the  schools. 
52  had  excuses,  but  might  conceivably  have  attended. 
127  could  not  possibly  have  been  expected  to  attend. 

This  showing  was  another  demonstration  of  the  interest  of 
old  pupils,  on  a  faith  in  which  the  publicity  campaign  was  based. 

Campaigns  in  Other  Districts  ' 

As  soon  as  the  work  in  Wilmington  was  under  way,  definite 
steps  were  taken  in  other  Delaware  communities  where  a  brief 
preliminary  survey  had  established  the  fact  that  at  least  ten  non- 
English-speaking  adults  desired  instruction.  The  organization  of 
these  outlying  districts  was  somewhat  hampered  by  the  difficulty 
in  arranging  for  meeting-places,  teachers,  aud  equipment. 
Americanization  classes  began  work  in  New  Castle  on  November 
24th,  in  Newport  on  January  26th,  in  Stanton  on  January  28th, 
and  in  Claymont  on  March  1st.  Each  course  was  preceded  by  a 
publicity  campaign  with  posters  and  other  material  similar  to 
those  used  in  Wilmington.  In  New  Castle  and  Claymont,  pupils 
from  the  Wilmington  classes  were  of  the  greatest  assistance  in 
explaining  the  work  to  prospective  pupils. 

The  foreign  colonies  of  New  Castle  are  on  the  outskirts  of  the 
town,  isolated  from  the  American  community  and  housed  in  dingy, 
rows  of  brick  dwellings.  The  colonies  are  known  as  "  Shawtown," 
where  most  of  the  Italians  live,  and  "  Dobbinsville,"  whei-e  the  in- 
hal)itants  are  chiefly  Polish  and  Russian.  Americanization 
classes  in  these  neighborhoods  have  had  little  to  compete  with  and 
have  been  greatly  benefited  by  the  work  of  the  city  Americaniza- 
tion Committee  and  by  assistance  from  the  industries.  Overtime 
work  in  one  of  the  plants  has  made  attendance  at  the  Dobbinsville 


Delawabe  4313 

School  somewhat  difficult,  hut  the  record  at  Sliawtowii  has  been 
phenomenal. 

In  Newport  it  was  found  impossible  to  enroll  ten  pupils  who 
were  able  to  attend  regularly,  and  the  class  was  amalgamated 
after  six  lessons  with  that  at  Stanton.  In  Stanton  a  small  but 
enthusiastic  group  met  regularly  in  the  Grange  Hall  until  May. 

In  Claymont  the  problem  is  largely  one  of  industrial  Ameri- 
canization. The  foreign  born  men  employed  in  the  great  industries 
near  Claymont  and  Naamans  are  almost  all  of  the  "  floating  labor  " 
type.  The  industries  have  all  experienced  a  very  large  turnover 
of  their  foreign  labor  and  have  found  it  almost  impossible  to  give 
it  anything  to  tie  to  in  the  local  community.  The  employers 
have  recognized  that  the  opportunity  to  learn  English  might 
furnish  such  a  tie,  and  have  given  every  encouragement  to  the 
Supervisor  in  the  organization  of  classes.  The  attendance  at  the 
classes  has  not  been  large  in  proportion  to  the  enrollment,  because 
constantly  changing  shifts  make  regular  attendance  impossible. 
The  interest  of  the  men,  however,  has  been  very  eager.  Following 
their  "  graduation  exercises  "  in  early  July,  they  sent  a  request  to 
the  Claymont  Board  of  Education  for  the  organization  of  a  pay 
school  during  the  summer  months.  Two  such  schools  are  now  in 
operation  in  Claymont.  The  real  solution  for  the  problem  pre- 
sented by  changing  shifts  is  the  employment  of  a  full-time  teacher 
in  connection  with  each  plant,  who  could  conform  to  the  changing 
schedules. 

An  interesting  feature  of  the  Claymont  School  has  been  the 
organization  of  classes  in  the  barracks  provided  by  the  Worth  Steel 
Company  and  ISTational  Aniline  Company,  respectively,  for  their 
foreign  laborers.  This  policy  of  using  other  than  public  school 
buildings  for  the  classes  has  been  continued  in  Wilmington  and 
adopted  in  other  districts  where  the  location  of  school  buildings 
or  their  lack  of  electric  lighting  made  them  unavailable.  Fol- 
lowing is  a  list  of  the  centers  used  throughout  the  State.  (For 
statement  by  districts  see  Appendix  C.) 

Public   Schools    8  centers,  21  classes 

Social  Centers 6  centers,  11  classes 

Racial  Halls    2  centers,  5  classes 

Federal  Building    ....  1  center,  1  class 

Grange  Hall    1  center,  1  class 

Barracks    2  centers.  2  classes 

Total    20  centers,  41  classes 


4314  UjsITEd  States  Government 

Wilminfirton  acd  Xew  Castle  classes  were  held  on  the  first 
four  nights  of  the  week  during  the  winter  term  and  on  two  nights 
a  week,  with  occasional  community  nights  extra,  during  the  spring 
term.  In  Stanton  and  Claymont  the  difficulty  of  securing  teachers 
and  meeting  places  reduced  the  sessions  to  two  a  week  and  three  a 
week  respectively. 

Attendance 

The  attendance  record  of  all  these  schools  shows  a  genuine  and 
growing  appreciation  of  their  value  hy  the  foreign-speaking 
peoples.  In  Wilmington  the  initial  registration  was  considerably 
less  than  dui-ing  the  first  six  months'  experiment,  but  the  actual 
attendance  was  about  the  same  after  the  first  few  weeks  and  a 
larger  proportion  of  pupils  stayed  through  the  course,  as  a  study 
of  the  graph  on  the  opposite  page  will  show. 

Following  is  a  summary  of  the  facts  taken  from  the  Super- 
visor's report  to  the  State  Board  of  Education  for  1919-1920. 
(For  complete  statement  by  months,  see  Appendix  D.) 

Winter  Spring 

WILMmOTON  Term  Terra 

Total    registration 971  307 

Registrants  who  never  attended 133  0 

Registrants  who  attended  Ic^^s  than  4 

nights    100  18 

Regularly  enrolled    738  349 

Number  discharged   257  72 

Number  attending  at  end  of  term.  .  .  .  481  277 

Average  attendance 324 .  39  195 .  75 

»,.,™  ^.»..-  Winter  Spring 

NEW  CASTLE  Term  Term 

Total  registration   71  34 

Registrants  who  never  attended 9  0 

Registrants  who  attended  less  thnn  4 

times    9  1 

Regularly  enrolled   58  33 

Number   discharged    16  6 

Number  attending  at  end  of  term.  .  .  .  42  27 

Average  attendance 31 .  10  24 .  89 


Delaware  4315 

STANTON  and  NEWPORT  One  Term 

Total  registration 23 

Registered,  hut  never  attended 10 

Attended  less  than  4  sessions 1 

Regularly  enrolled    12 

Discharged    during    term 2 

Working  register  at  end  of  term 10 

Average   attendance    5.74 

CLAYMONT  One  Term 

Total  rejjistration   86 

Registered,  but  never  atteiidcd 0 

Attended  less  than  4  sessions 18 

Reimlarlv  enrolled    68 

Discharged   during  term 16 

Working  register  at  end  of  term 52 

Average  attendance   17.37 

Analysis  of  Losses. 

The  plan  of  paying  teachers  for  time  spent  in  calling  at  the 
homes  of  pupils  who  had  dropped  out  or  were  attending  irregularly 
proved  so  successful  during  the  first  six  months  of  1919  that  it 
was  continued  by  the  Delaware  Americanization  Committee  after 
the  class  work  had  been  taken  over  by  the  State.  During  the 
school  year  the  Committee  paid  for  686  calls  on  336  pupils,  198 
of  whom  returned  to  class  and  138  of  whom  were  finallv  dis- 
charged. 

In  Vv'ilmington  reasons  were  found  for  227  discharges  from  the 
schools.  Thev  were  verv  similar  to  those  found  last  vear,  though 
their  relative  importance  is  changed  somewhat.  Here  is  a  com- 
parative statement  for  the  two  years.  (For  complete  table  of 
losses  for  1919-1920,  see  Appendix  E.) 

In  226  Cases  In  27T  Cases 

Jan.-June,  1919     June,  '19-Mar.,  1920 

Completion  of  citizenship  course  or 

transfer  to  school  outside  system.  ....  13^ 

Removal  from  district  or  city 32^  42% 

Employment   conditions    27%  19% 

Sickness  of  self  or  family 16%  5% 

Other    interests    (trouble    at    home, 

repairs,  gardens,   recreation) ....  20%  12% 

Transfer  to  other  classes,  with  result- 
ing loss  of  interest 3%  5% 

Discouragement    and    exhaustion...  2%  4% 


4316  Unitkd  States  Government 

It  is  hard  to  account  for  tlie  increase  in  departures  from  the 
city  and  the  decrease  in  industrial  trouble,  except  by  assuming  that 
the  schools  have  this  year  reached  a  larger  proportion  of  floating 
workers  than  they  did  before. 

In  general,  the  attendance  at  the  classes  has  been  benefited,  as 
we  had  expected,  by  a  closer  acquaintance  between  teachers  and 
pupils  and  by  growing  facilities  for  meeting  their  needs. 

INSTRUCTION   IN  CITIZENSHIP 

In  every  class  in  the  State  the  course  of  study  included  the 
material  on  the  government  of  city,  state  and  nation  that  should  be 
grasped  by  every  one  coming  in  contact  with  American  institu- 
tions, whatever  his  citizenship.  This  instruction  covered  funda- 
mental conceptions  of  liberty,  self-government  and  the  relations  of 
the  individual  to  the  State,  in  addition  to  concrete  information  as 
to  the  public  agencies  with  which  the  average  resident  of  Wilming- 
ton comes  in  contact. 

In  giving  this  information  and  in  helping  their  pupils  to  think 
about  fundemental  problems  of  democratic  government,  the  teach- 
ers made  no  effort  to  induce  any  alien  to  seek  naturalization. 
But  the  natural  result  of  this  educational  work,  and  of  the  know- 
ledge that  the  schools  and  the  x\mericanization  Committee  stood 
ready  to  assist  any  one  who  wanted  to  take  out  "  papers,"  was  an 
increase  in  the  number  of  pupils  who  sought  naturalization.  As 
nearly  as  can  be  ascertained,  79  pupils  in  the  schools  filed  a 
"  Declaration  of  Intention  "  and  64  took  out  final  papers  during 
the  year. 

A  special  class  for  intensive  study  of  the  Constitution  of  the 
United  States  was  conducted  in  the  Federal  Building  with  the  per- 
mission of  Postmaster  English.  Only  those  who  had  filed  their 
Petition  for  Naturalization  were  eligible  for  instruction  in  this 
course. 

There  was  naturally  a  great  deal  of  variation  among  the  mem- 
bers of  this  class  as  to  general  education  and  knowledge  of  English. 
An  assistant  teacher  was  employed  to  give  special  help  to  illiterates 
and  others  with  a  limited  knowledge  of  English. 

No  printed  text,  aside  from  the  Constitution  and  the  Declara- 
tion of  Independence,  was  used  in  this  course.  Special  lesson 
sheets  were  pieparcd  by  the  Supervisor  and  used  in  loose-leaf  note- 
book form. 


Delawarb  4317 

In  giving  to  pupils  the  knowledge  essential  to  an  intelligent 
exercise  of  the  franchise,  the  Americanization  Schools  of  Delaware 
have  been  faced  by  a  dilemma  which  has  been  greatly  recognized 
by  teachers  everywhere  who  are  interested  in  education  for  citizen- 
ship. >,'iiie  petitioners  out  of  ten  are  more  interested  in  the  prac- 
tical problem  of  learning  how  to  answer  the  questions  on  the  Con- 
stitution which  will  be  propounded  to  them  in  court  than  in  getting" 
a  knowledge  of  the  fundemental  facts  which  would  enable  them  to 
vote  intelligently  on  the  great  problems  facing  the  people  of 
America  today.  The  law  says  the  applicant  must  have  a  know- 
ledge of  the  Constitution.  It  takes  time  for  the  teacher  to  give 
him  this,  especially  if  he  must  overcome  the  handicap  of  a  meager 
English  vocabulary.  Few  applicants  enter  the  special  citizenship 
classes  in  time  to  absorb  this  knowledge  and  at  the  same  time  make 
a  real  study  of  problems  which  will  confront  them  as  voters.  And 
yet  the  teacher  cannot  conscientiously  give  a  man  the  information 
which  may  make  him  a  voter  unless  he  gives  him  enough  more 
to  make  him  an  intelligent  voter.  One  hundred  and  five  men  were 
enrolled  in  the  "  Petitioners'  Class  "  during  the  winter  and  spring 
terms,  with  an  avera2:e  attendance  of  24  sessions.  How  could  a 
teacher  be  expected  to  fit  a  man  for  American  citizenship  in  this 
time? 

This  situation  is  being  met  in  several  ways: 

(1)  This  average  of  attendance  does  not  represent  the 
average  of  petitioners  admitted  to  citizenship.  Those  who 
have  given  only  a  few  nights  to  preparation  are  naturally  less 
likely  to  convince  the  court  of  their  fitness  for  citizenship. 
Both  the  Judge  and  the  Examiner  are  furnished  with  the 
complete  attendance  record  of  each  man  at  the  time  of  the 
hearing. 

(2)  The  Judge  of  the  Federal  Court,  the  Honorable  Hugh 
M.  Morris,  has  laid  special  stress  on  the  applicant's  grasp  of 
the  fundamental  principles  of  citizenship  as  even  more 
important  than  a  knowledge  of  the  Constitution.  With 
this  tendency,  the  Examiner  of  the  Bureau  of  Naturaliza- 
tion, Mr.  John  C.  F.  Gordon,  is  heartily  in  accord.  Since 
the  schools  have  been  in  operation  the  court  has  been  con- 
stantly stressing  the  value  of  the  more  thorough  preparation 
now  available  to  applicants  until  word  has  gone  out  among 
those  interested  that  mere  cramming  for  an  examination  is 
no  longer  of  any  avail  to  the  petitioner.  He  must  get  more, 
somehow. 


4318  United  States  Goveknment 

(3)  Facts  about  the  government  and  history  of  the  United 
States  were  brought  out  by  the  teacher  not  as  things  to  be 
memorized,  for  their  own  sakes,  but  as  illustrations  of  fund- 
amental principles.  In  this  way  the  spirit  rather  than  the 
letter  of  the  law  has  been  emphasized. 

(4)  As  time  goes  on,  more  and  more  of  the  applicants  for 
citizenship  find  their  way  into  the  regular  classes  where 
fundamental  principles  of  self-government  are  part  of  the 
curriculum. 

(5)  Several  of  the  "graduates"  of  this  course  who  have 
been  admitted  to  citizenship  came  to  the  teacher  and  asked 
him  to  meet  with  them  from  time  to  time  in  order  to  continue 
their  preparation  for  their  new  responsibilities.  This 
request  was  granted,  and  these  "  Citizen  Alumni  "  have  been 
meeting  at  monthly  intervals,  care  being  taken  to  preserve 
the  strictly  non-partisan  character  of  the  instruction. 

None  of  the  activities  of  either  the  Board  of  Education  or  the 
Americanization  Committee  shows  more  tangible  results  than  the 
v.ork  of  training  for  citizen^^hip.  That  the  sympathy  and  co-opera- 
tion of  the  Court  have  had  much  to  do  with  those  results  is 
phown  clearly  by  the  following  letter  v^'ritten  by  Judge  Morris  to 
Mr.  George  B.  Miller,  President  of  the  State  Board  of  Education, 
and  quoted  with  his  permission: 

June  18,  1920. 
George  B.  Miller,  Esq., 

President  State  Board  of  Education, 
Wilmington,  Delaware. 

My  dear  Mr.  Miller: 

I  havet  your  letter  of  recent  date  asking  my  opinion  of  the 
work  done  by  the  Americanization  schools.  T  have  closely  observed 
the  work  of  these  schools  as  reflected  in  the  applicants  for  citizen- 
ship and  I  cannot  speak  too  highly  of  what  is  being  accomplished 
by  them.  The  foreigners  attending  these  schools  show  a  spirit 
differing  vastly  from  the  spirit  of  the  great  majority  of  those  who 
have  not  been  under  their  influence.  They  are  giving  to  the 
foi'eigner  not  only  a  knowledge  of  American  institutions  but  a 
belief  in  them  and  that  through  them  rather  than  through  the 
absence  of  government  they  may  enjoy  the  greatest  liberty.  To 
my  mind  they  are  supplying  one  of  the  most  pressing  needs  of  the 
present  time.    I  know  that  a  discontinuance  of  these  schools  would 


Delaware  4r319 

be  a  distinct  loss  so  far  as  naturalization  proceedings  are  concerned 
and  I  feel  that  their  discontinuance  would  be  even  a  greater  loss 
to  the  foreiaTiers  resident  here  and  consequently  to  our  people 
and  government.  May  I  also  add  that  in  my  opinion  the  results 
accomplished  by  the  schools  are  in  a  very  great  measure  due  to  the 
exceptional  ability  of  those  in  charge  ? 

Yours  very  truly, 
(Signed)     Hugh  M.  Mgrhis. 

SELF-GOVERNMENT  AND  SELF-EXPRESSION 

There  seems  to  be  a  curious  notion  abroad  that  the  foreigner 
must  somehow  be  "Americanized  ''  in  spite  of  himself;  that  we 
can  and  ought  to  do  something  to  him  that  he  doesn't  want  done 
to  him,  because  it  is  necessary  for  the  safety  of  the  State  that  he 
shall  be  made  into  an  American. 

This  conception  of  Americanization  is  so  stupid  and  so  futile 
that  thinking  people  would  not  bother  with  it  at  all  were  it  not  for 
the  fact  that  its  constant  reiteration  has  misled  some  of  us  and 
antagonized  the  rest  of  us  until  we  are  all  being  distracted  from 
our  real  task,  which  is  the  planting  in  the  hearts  of  all  who  live 
under  our  flag  an  understanding  love  for  America.  No  one  can 
make  a  man  love  America  by  ordering  him  to  do  so  on  pain  of 
deportation  or  by  teaching  him  to  scorn  the  gifts  his  mother 
country  gave  him.  It  is  impossible  to  win  love  by  compulsion 
any  more  than  to  wrench  the  flower  from  the  seed ;  the  most  that 
can  be  done  is  to  prepare  the  soil  where  it  may  grow. 

Nothing  mattered  more  to  the  framers  of  the  Delaware 
Americanization  program  than  that  it  should  not  be  something 
imposed  upon  the  foreign  bom  people  from  above,  but  a  genuine 
expression  of  their  own  desires  and  aspirations.  It  was  believed 
that  this  could  be  done  in  two  ways :  by  respecting  and  helping 
others  to  respect  the  old  country  tradition  of  each  group  and  by 
referring  to  the  students  for  decision  matters  which  concerned 
them  primarily. 

The  Student  Advisory  Council 

The  advice  and  assistance  given  by  the  representatives  from 
the  classes  who  were  called  together  at  the  time  of  the  campaign 
proved  so  valuable  that  it  was  decided  to  form  a  permanent  organi- 
zation of  regularly  elected  delegates  from  the  schools.  This  was 
finally  achieved  in  January,  and  the  first  meeting  occurred  on 


4320  UiviTED  States  Government 

February  13th  in  the  office  of  the  Service  Citizens,  with  29 
delegates  Dresent.  The  Executive  Secretary  and  the  Supervisor 
acted  as  temporary  chairman  and  temporary  secretary  for  the 
first  meeting,  after  which  regular  officers  were  elected  by  ballot. 

It  was  carefully  explained  to  this  group  that  the  schools  were 
being  maintained  and  controlled  by  the  citizens  of  Delaware,  to 
whom  the  Supervisor  and  teachers  were  primarily  responsible, 
but  that  they  belonged  in  another  sense  to  the  foreign-speaking 
people,  whether  citizens  or  not,  for  whose  use  they  were  estab- 
lished, and  that  so  far  as  possible  the  Supervisor  wished  to  be 
guided  by  them  as  well  as  by  the  educational  authorities  in  mak- 
ing her  decisions.  This  frank  statement  of  the  limitations  of  the 
Council's  authority  was  felt  to  be  essential  to  its  success.  Grown- 
up men  and  women  cannot  be  kept  interested  for  long  in  a  mere 
imitation  of  self-government;  they  must  not  be  asked  to  make 
decisions  that  are  not  real  and  binding.  There  was  never  any 
pretense  of  submitting  any  question  to  the  Council  which  the 
Supervisor  was  not  prepared  to  decide  by  its  vote.  If  she  was 
merely  seeking  information  to  guide  the  Board  of  Education  in 
making  some  decision,  she  said  so  very  plainly. 

Questions  on  which  the  Council  made  real  decisions  included 
hours  and  days  for  night  school  sessions,  detailed  programs  for  the 
Reunion,  Commencement  Exercises  and  the  Picnic  and  the  levy- 
ing of  a  small  assessment  for  incidental  expenses.  Questions 
submitted  for  discussion  but  not  final  decision  concerned  printed 
matter,  teaching  methods,  text-books,  etc. 

The  meetings  of  the  Council  were  conducted  entirely  in  English 
and  in  strict  accordance  with  a  somewhat  simplified  parliamentary 
code.  Fundamentals  of  procedure  were  emphasized,  but  com- 
plicated points  of  order  were  avoided.  All  questions  of  parlia- 
mentary law  were  referred  to  the  Executive  Secretary  for  deci- 
sion. The  delegates  took  infinite  pride  in  the  conduct  of  these 
meetings.  Particularly  interesting  was  their  sense  of  responsi- 
bility to  their  constituents,  which  frequently  involved  postpone- 
ment of  decisions  until  the  question  could  be  referred  back  to 
the  classes. 

Night  School  Clubs 

The  election  of  representatives  to  the  Student  Council  and 
the  assembling  of  the  schools  to  hear  the  reports  of  delegates  and 
to  instruct  them  how  to  vote  involved  at  least  a  degree  of  organiza- 
tion within  the  night  school  classes.    Except  where  an  experiGr;,'ed 


Delaware  4321 

club  worker  could  guide  these  groups,  formal  organization  was  not 
attempted;  for  manv  are  the  pitfalls  besetting  the  path  of  the 
unwary  teacher  who  has  not  learned  to  gTiide  such  an  experiment 
away  from  the  evils  of  boss  rule  and  of  religious  and  political 
controversy. 

Two  such  clubs  were  organized  in  the  schools  during  the  vear 
under  expert  supervision.  They  were  composed  of  all  the  pupils 
in  Number  Eight  and  Number  Tourteen  Schools,  respectively, 
and  met  regularly  on  Thursday  evenings.  At  American  House 
a  club  of  Spanish-speaking  men  was  formed,  which  included 
pupils  from  three  schools  and  some  who  were  not  enrolled  in 
classes;  this  club  met  on  Friday  nights,  when  school  was  not  in 
session. 

Each  of  these  clubs  elected  its  own  president,  vice-president, 
secretary,  treasurer  and  social  committee.  Dues  were  five  cents  a 
month  in  the  Night  School  Club  and  25  cents  in  the  Spanish 
Club;  all  funds  were  collected  by  the  treasurer  of  the  club  and 
banked  with  the  Americanization  Committee.  All  business  was 
conducted  in  English ;  but  where  there  Avas  any  possibility  of 
misunderstanding  the  motion  was  stated  and  explanations  were 
made  in  the  foreign  language  as  Avell.  (For  the  constitution  of 
one  of  these  clubs,  see  Appendix  H.) 

These  self-governing  organizations  not  only  served  to  give  the 
pupils  a  voice  in  the  management  of  the  schools,  but  furnished 
valuable  laboratory  work  in  citizenship.  The  achievement  of  a 
purpose  by  an  orderly  procedure,  the  submission  of  the  will  of  the 
individual  to  the  will  of  the  majoritN'.  the  selection  of  represen- 
tatives and  holding  them  accountable  - —  all  these  experiences  were 
vitally  significant  to  men  and  women  eager  for  self-government 
but  unused  to  its  technique.  Others,  who  already  understood  the 
principles  involved,  were  particularly  glad  to  master  the  English 
of  parliamentary  forms,  in  order  to  take  a  larger  part  in  the  lead- 
ership of  lodges  and  labor  unions. 

At  first  the  English  involved  was  formidable  to  some,  but  it 
was  mastered  in  a  surprisingly  short  time.  The  Italian  vice- 
president  of  Number  Fourteen  School  Club  was  obliged  one 
evening  to  take  the  president's  chair  and  electrified  his  teachers 
by  announcing  triumphantly  at  the  close  of  the  meeting,  "  "We 
are  all  Germans.-  "  instead  of  the  customary  '"We  are  adjourned." 
But  it  was  not  many  weeks  before  he  was  able  to  take  a  prominent 
part  in  the  deliberations  of  the  central  Council. 


4322  United  States  Govejrnment 

Our  experience  with  these  clubs  has  convinced  us  that  if  they 
are  properly  safeguarded  against  manipulation  by  cranks,  politi- 
cians and  rowdy  elements  —  that  is  to  say,  if  the  will  of  the  rank 
and  file  of  class  members  is  allowed  to  prevail  —  no  better  means 
can  be  found  of  helping  new  arrivals  to  understand  the  meaning 
of  citizenship  and  to  take  an  active  part  in  the  life  of  the  com- 
munity. It  is  the  plan  of  the  Committee  to  develop  such  clubs 
far  more  extensively  during  the  coming  year  under  trained  super- 
vision. 

Community  Gatherings 

In  attempting  thus  to  make  the  Americanization  program  of 
Delaware  the  genuine  expression  of  the  hopes  and  ideals  of  the 
foreign  born  people,  we  liave  found  no  more  effective  plan  than 
that  of  gathering  together  all  the  members  of  the  classes  and  their 
friends  in  a  community  meeting  in  which  the  American  people 
join  as  well.  In  this,  the  second  year  of  the  experiment,  it  has 
been  possible  to  have  these  programs  planned  and  carried  out  very 
largely  by  the  pupils  themselves.  Guided  by  last  year's  experi- 
ence, they  were  eager  to  "  show  everybody  what  the  schools  can 
do." 

There  were  four  general  gatherings  of  the  Wilmington  pupils 
during  the  year.  The  reunion  at  the  beginning  pf  the  term  and  the 
picnic  at  the  end  were  more  or  less  family  affairs  to  which  the 
general  public  was  not  invited.  The  gatherings  in  the  honor  of 
new  citizens  and  the  commencement  exercises  belonged  to  the 
whole  comniuiiity,  native  and  foreign  born. 

The  citizenship  meeting  was  held  in  December  immediately 
after  the  quarterly  naturalization  hearing  at  which  a  number  of 
night  school  pupils  had  been  granted  their  "  papers."  It  opened 
with  a  processional  of  the  new  citizens,  new  declarants,  and  a 
guard  of  "  Citizen  Alumni "  (members  of  the  classes  who  had  al- 
ready been  naturalized).  At  a  similar  meeting  in  the  spring  of 
1919,  there  had  been  a  number  of  speeches  in  foreign  languages. 
The  Student  Council,  however,  voted  against  this  plan,  on  the 
ground  that  "evpryl)ody  wants  to  understand  everything,"  and 
asked  instead  for  short  speeches  in  English.  Accordingly,  this 
part  of  the  program  consisted  of  a  brief  symposium  on  "  What 
American  Citizenship  Means  to  Me,"  led  by  ex-Governor  Charles 
R.  Miller,  and  followed  by  three  of  the  new  citizens.  ISTaturaliza- 
tion  certificates  and  "  first  papers  "  were  presented  to  the  pupils 
by  Mr.  H.  C.  Mahaffy,  Deputy  Clerk  of  the  Court. 


Delaware  4323 

At  the  clase  of  the  winter  term,  in  March,  1920,  the  second 
annual  Commencement  was  held  in  Wilmington.  This  program 
also  was  planned  by  the  Student  Advisory  Council.  It  included 
the  songs  of  America  and  of  most  of  the  homelands  represented, 
speeches  by  pupils,  each  representing  one  school ;  special  num- 
bers by  Russian,  Portuguese  and  French  groups  in  costume  and 
the  presentation  of  diplomas.  Four  hundred  and  fifty-one  of  the 
four  hundred  and  eighty-one  still  on  the  roll  of  the  schools  were 
present,  aside  from  members  of  their  families  and  pupils  who  had 
dropped  out  during  the  term.  And  this  time  many  of  the  most 
representative  citizens  of  the  American  community  were  there  to 
offer  their  congratulations. 

Even  more  representative  than  this  Wilmington  audience  was 
that  at  the  New  Castle  commencement,  where  almost  the  whole 
town  turned  out  to  honor  the  graduates.  And  at  Stanton,  and 
later  in  the  open-air  exercises  at  Claymont,  although  the  classes 
were  small,  the  people  of  the  town  took  the  greatest  pride  and 
pleasure  in  the  simjjle  commencement  exercises. 

Some  of  the  speeches  delivered  by  the  "  graduates  ''  on  these 
occasions  have  been  printed  in  booklet  form  under  the  title, 
"  Voices  of  the  New  America."  Even  in  cold  print  they  are  an 
eloquent  answer  to  those  who  distrust  or  discredit  the  spirit  of  the 
foreign  born.  They  tell  of  lonely  struggle  and  bitter  disappoint- 
ment, but  they  breathe  an  unfaltering  faith  in  the  integrity  of 
America  and  an  ardent  desire  to  serve  her  faithfully.  Those  who 
heard  the  speakers  and  watched  the  shining  faces  of  their  eager 
listeners  carried  away  a  deep  conviction  not  only  that  our  immi- 
grants are  not  a  menace,  but  that  they  bear  in  their  hearts  and  in 
liieir  hands  the  gifts  that  every  nation  needs  above  all  others  — 
vision  and  power. 

COMMUNITY  EVENINGS 

"  That  happy  night,"  the  Russian  Hall  School  pupils  named  it, 
after  wrestling  unsuiccessfully  with  its  more  formal  title.  And 
the  name  stuck,  because  it  summed  up  so  simply  the  successful 
results  of  a  carefully  planned  experiment. 

The  beginnings  of  that  experiment,  made  while  the  classes  were 
in  process  of  organization,  have  been  described  in  a  previous 
report.  Their  success  made  it  clear  that  the  committee  could 
supplement  the  educational  work  in  no  better  way  than  by  continu- 
ing and  developing  the  recreational  activities  already  begun  in 
the  schools. 


4324  U^'ITED  Statks  Govf.k^mekt 

In  September,  1919,  the  Americanization  Committee  secured 
the  services  of  Miss  Laura  E.  Dixon,  who  had  had  extensive  azid 
successful  experience  in  recreational  work  with  foreign  born, 
people.  Miss  Dixon's  special  responsibility  was  for  the  work 
with  mothers  in  their  homes,  but  she  has  also,  with  the  Executive 
Secretary,  planned  and  supervised  a  large  proportion  of  the  Com- 
munity Evenings  in  the  night  school  classes.  On  all  of  these  even- 
ings, the  Board  of  Education  has  paid  for  the  time  of  teachers  and 
janitors,  while  the  Americanization  Committee  has  furnished 
extra  workers  and  has  met  incidental  expenses. 

During  the  ten  months  from  Se})tember  to  June  the  Americani- 
zation Committee  took  part  in  carrying  out  40  parties  and  109 
community  evening  progTams  in  nineteen  different  centers,  at 
which  the  total  attendance  was  3,484. 

Pictures 

The  usefulness  of  the  stereopticon  in  these  progi-ams  was  very 
much  increased  by  the  purchase  by  the  Board  of  Education  of  a 
baloptican  for  each  section  of  the  city.  A  library  of  slides  was 
acquired,  covering  all  the  more  dramatic  events  in  the  history  of 
America  and  in  the  lives  of  famous  Americans,  travel  pictures 
depicting  the  beauties  of  America  and  of  the  countries  from  which 
now  Americans  have  come,  and  interesting  glimpses  of  the  world's 
work  as  it  is  carried  on  todav  in  our  OTeat  industries.  We  have 
found  that  a  very  few  of  these  slides,  presented  by  some  one  who 
understands  the  foreign-speaking  audience  and  knows  how  to 
adapt  his  vocabulary  to  the  pupils,  provide  the  material  for  a  very 
successful  evening. 

Through  the  co-operation  of  Mr.  Frank  P.  Mitchell,  Americani- 
zation Secretarv  of  the  Y.  M.  C.  A.,  who  generouslv  offered  to 
adapt  his  program  to  supplement  those  of  the  schools  and  of  the 
Americanization  Committee,  moving  picture  programs  were  in- 
troduced into  all  the  schools.  These  proved  exceedingly  popular 
with  the  pupils  and,  indeed,  with  the  whole  neighborhood,  which 
thronged  to  see  them,  and  demonstrated  again  a  pathetic  dearth 
of  clean  recreation  for  the  people  of  all  classes  and  nationalities. 

With  both  stereopticon  and  moving  picture  program  there  was 
usually  music.  Sometimes  a  carefully  prepared  program  was 
arranged  by  a  student  committee,  and  sometimes  everybody  sang 
together  songs  of  the  old  country  and  of  the  new.  Of  the  Ameri- 
can '^ongp,  the  "  Battle  Hymn  of  the  Republic  "  and  "  America 
the  Beautiful  "  easily  ranked  first  in  the  affections  of  the  people, 


Delaware  4325 

and  next  came  "  Old  Black  Joe."  "  My  Bonnie  Lies  Over  the 
Ocean "  was  always  a  favorite,  probably  because  the  statement 
was  literally  true  for  manv  of  the  men.  "  Sweet  and  Low  "  also 
revealed  itself  unexpectedly  as  peculiarly  a  song  of  the  immigrant. 
Familiar  rounds  like  '*'  Scotland's  Burning  "  and  "Are  You  Sleep- 
ing, Brother  John  ?  "  were  hailed  with  vociferous  delight.  "  'Twas 
Friday  Morn  When  We  Set  Sail  "  seemed  to  appeal  to  the  uni- 
versal love  of  folk  lore. 

As  usual,  there  were  groups  which  were  very  shy  about  embark- 
ing upon  any  recreational  program.  When  it  was  announced  in 
October  that  the  Committee  would  assist  in  planning  a  Hallowe'en 
party  for  any  school  which  wanted  one,  several  teachers  were  sure 
that  their  pupils  would  not  even  consider  such  a  thing.  But  with- 
out exception  every  school  that  tried  the  experiment  found  it 
successful. 

In  one  school  where  the  vote  in  favor  of  a  party  was  close  and 
the  teacher  herself  was  very  dubious,  the  Plallowe'en  festivities 
rook  every  one  by  storm.  "  When  we  goin'  have  another  party?'" 
Mr..  S.,  leader  of  the  former  conservative  group,  broke  "  the  ice 
cream  silence  "  to  ask.  "  I  don't  know,"  replied  his  teacher, 
"when  do  you  want  one?"  "Next  week!"  came  the  joyful 
chorus.  And  though  it  was  not  possible  to  plan  parties 
quite  as  frequently  as  that,  some  sort  of  a  social  gathering  was 
held  in  that  school  every  week  thereafter  until  the  end  of  the  term 
in  March,  under  the  personal  supervision  of  the  Executive 
Secretary. 

The  experiment  with  recreational  work  in  this  particular  school 
was  of  unusual  interest,  because  many  of  the  pupils  were  heads  of 
families.  Through  the  co-operation  of  the  teachers,  both  of  whom 
taught  the  children  of  these  men  in  the  same  school  during  the 
daytime,  it  was  possible  to  work  through  the  children  to  some 
extent.  At  the  Christmas  party  of  the  night  school  these  young- 
sters entertained  their  parents  with  the  ancient  carols  and  folk 
dances  of  the  old  country. 

Many  of  the  parties  given  in  the  schools  were  associated  with 
the  cellcbration  of!  some  holiday,  Hallowe'en,  Tliaaiksgiving, 
Christmas,  New  Year's,  St.  Valentine's  Day,  Washington's  and 
Lincoln's  birthdays,  Easter  and  May  Day  were  all  the  occasion  of 
special  festivity  in  one  or  more  of  the  schools.  A  suggestive  pro- 
gram for  each  of  these  occasions  was  prepared  by  the  Service  Citi- 
zens' Committee  and  adopted  with  variations  to  fit  the  needs  of 


4326  United  States  Goveknment 

individual  schools.  Suitable  decorations  were  also  made  up  by  the 
Committee  and  loaned  to  one  school  after  another.  Refreshments 
wore  paid  for  by  a  small  assessment  levied  by  the  pupils.  While 
infinite  pains  were  taken  by  the  workers  in  making  these  arrange- 
ments, every  effort  was  made  to  demonstrate  that  it  is  possible  in 
America,  as  in  the  old  country,  to  have  a  good  time  without  a  great 
deal  of  expense ;  in  the  majority  of  cases  a  twenty-five-cent  assess- 
ment was  found  to  be  ample  to  pay  all  bills. 

Social  dancing  was  not  entirely  successful  for  party  programs 
because  many  of  the  pupils  did  not  know  the  steps  and  it  was 
almost  impossible  to  provide  partners  for  all  the  men.  Where 
there  was  a  demand  for  it,  the  best  plan  proved  to  be  to  have  the 
dancing  at  the  close  of  the  evening,  after  refreshments  had  been 
served.     Then  those  who  wished  to  slip  out  were  free  to  do  so. 

The  old-fashioned  country  dances,  dear  to  the  hearts  of  our 
pioneer  fathers,  made  a  strong  appeal  to  these  modern  pioneers. 
At  Dobbinsville,  where  the  schoolroom  is  a  store  and  no  piano 
was  to  be  had  ,we  called  in  a  master  of  the  old  time  fiddler's  art, 
and  old  and  young  tripped  joyously  together  to  the  measures  of 
"  Turkey  in  the  Straw,"  "  Pop  Goes  \he  Weasel,"  "  Old  Dan 
Tucker  "  and  "  Soldiers'  Joy." 

One   delightful  feature  of  these   social  gatherings,   especially 

tov\'ard  the  close  of  the  year,  was  the  presence  of  American  guests, 

who   united   happily    and   helpfully   with   the   pupils   and   their 

friends.     The  foreign  born  groups  were  surprisingly  pleased  and 

touched  by  the  acceptance  of  their  invitations,  and  the  mutual 

understanding    and    appreciation    engendered    by   these    contacts 

have  proved  infinitely  valuable  to  both  groups.     This  has  been 

noticeably  true  in  the  Dobbinsville  and  Shawtown  schools,  where 

members  of  the  New  Castle  Committee,  both  men  and  women, 

have  mixed  in  courteous  and  comradely  fashion  with  their  foreign 

neighbors.      ISTo    amount  of   expert   instruction    in   English    and 

citizenship  can  teach  the  immigrant  what  he  learns  of  America 

from  one  such  frank  and  simple  demonstration  of  democracy  and 

good  will. 

WORK     WITH   FOREIGN  MOTHERS 

\\'hen  the  Americanization  Committee,  seeking  to  supplement 
as  well  as  to  aid  the  work  of  the  schools,  began  to  reach  out  to 
those  still  outside  the  radius  of  American  influence,  its  first 
thought  was  naturally  of  the  immigrant  mother,  who  so  seldom 
has  a  chance  to  share  in  the  life  of  the  new  country.    It  is  she  who 


Delaware  4327 

most  often  bears  the  brimt  of  the  family's  struggle  to  cf'tablish 
itself,  and  it  is  she  who  is  last  to  reap  the  reward  of  the  struggle. 
She  has  toiled  and  scrimped  and  suffered  to  make  the  journey 
possible,  only  to  find  in  the  end  that  her  husband  and  children 
have  somehow  reached  the  Promised  Land  without  her;  they 
know  something  of  its  riches  through  the  shop  and  through  the 
school  while  she,  shut  in  at  home  by  family  cares  and  by  tradi- 
tion, is  still  living  in  the  old  country  of  her  girlhood. 

Our  easy-going  theory  that  by  'Americanizing "  the  child  of 
foreign  parents  in  the  school  we  shall  Americanize  his  home  has 
proved  a  dangerous  fallacy.  The  arrogance  of  the  child  in  whom 
our  attempt  to  use  him  as  a  medium  of  instruction  for  his  foreign 
born  parents  has  bred  contempt  for  their  authority  is  a  far  more 
dangerous  source  of  "Bolshevism"  than  any  ideas  his  elders  may 
have  brought  with  them  from  Europe.  "  Did  your  mother  say  you 
might  ?  "  asked  a  social  worker  recently  of  an  eight-year-old  young- 
ster. "  For  why  should  I  ask  her  ?  "  was  the  answer ;  "  she's  a 
greenhorn !  "  And  since  the  days  of  Liberty  Loan  campaigns 
many  a  foreign  born  mother  has  known  the  anxiety  expressed  by 
a  Jewish  woman  who  complained  to  the  writer :  "  Mine  child 
of  ten  no  more  says  '  please  '  to  me.  She  says,  '  You  got  to ;  the 
teacher  says  you  got  to." 

The  only  way  to  remedy  this  situation  is  to  reach  the  mother 
directly  and  to  give  her  a  knowledge  of  American  life  that  shall 
release  her  from  her  dependence  on  her  children.  If  she  realizes 
that  this  can  be  done  for  her,  she  is  eager  to  co-operate  in  the  pro- 
gram. 

Social  Contracts 

This  program  need  not  necessarily  be  primarily  educational. 
In  the  first  place,  so  many  European  women  have  never  been  to 
school  that  they  magnifiy  the  difficulties  of  mastering  the  three  R's 
and  often  do  not  consider  such  knowledge  really  essential.  In  the 
second  place,  their  fundamental  need,  and  the  one  of  which  they 
are  most  often  conscious,  is  a  social  need.  Like  most  human  beings, 
they  prefer  being  appreciated  to  being  instructed.  They  need  to 
get  out  of  their  homes  now  and  then  and  see  something  of  the  new 
world  that  their  husbands  and  children  are  seeing  every  day.  Such 
contacts  once  established,  the  demand  for  instruction  usually  fol- 
lows. But  even  wi  en  it  does  not  follow  the  main  point  has  been 
gained  —  the  immigrant  mother  is  sharing,  however  little,  ij"  the 
life  of  Ameiica. 


4328  United  States  Goveknment 

Realizing  the  value  of  working  out  from  some  point  within  the 
local  neighborhoods  rather  than  swooping  down  upon  them  from 
outside,  the  Committee  early  established  co-operative  relations 
with  the  Child  Health  Centers  of  the  State  Reconstruction  Com- 
mission. These  centers  vv^ere  already  known  to  the  women  near 
them  as  friendly  places  where  helpful  people,  interested  in  their 
children,  were  to  be  found ;  the  nurses  connected  with  them  were 
welcome  in  the  homes  of  the  neighborhood  and  were  coming  to 
know  its  life  intimately.  It  seemed  reasonable  to  assume  that 
the  Americanization  Committee  could  profit  immensely  by  utiliz- 
ing the  foothold  gained  by  the  nurses  and  at  the  same  time  could 
be  of  service  to  the  centers  by  adding  social  and  educational  oppor- 
tunities to  those  already  enjoyed  by  the  mothers  who  attended 
them.  This  expectation  has  been  realized  through  the  cordial  co- 
operation given  by  Mrs.  Ina  J.  IST.  Perkins,  Child  Welfare  Director 
and  Miss  Marie  Lockwood,  Supervisor  of  IsTurses.  for  the  Recon- 
struction Commission.  Definite  programs  of  work  were  carried 
out  at  the  center  on  Maple  Street,  where  the  Committee  has  met 
half  the  rental  of  the  building,  and  at  that  on  Union  Street,  where 
space  has  been  loaned  by  courtesy  of  the  Commission. 

At  the  Maple  Street  Center  in  the  west  side  Polish  district,  the 
Committee,  with  the  assistance  of  volunteer  workers,  has  served 
hot  chocolate  each  Fridav  to  mothers  who  brought  their  babies  in 
to  be  weighed  or  to  see  the  doctor.  This  making  a  social  occasion 
of  the  tedious  waiting  time  that  is  an  inevitable  accompaniment 
of  every  clinic  has  proved  a  happy  experiment  for  all  concerned. 
It  has  probably  increased  the  happy  associations  between  the 
center  and  its  neighbors  and  it  has  given  the  Committee  an  oppor- 
tunity to  become  acquainted  with  the  real  needs  and  the  real 
interests  of  the  women. 

On  these  occasions,  when  enough  women  were  present  at  one 
time,  old-fashioned  games  were  played  and  Polish  and  American 
songs  were  sung.  During  the  year  three  parties  were  given  at  the 
Center,  one  by  the  nurses,  one  by  the  Committee  and  one  by  Mrs. 
Charles  Warner  with  the  assistance  of  both  nurses  and  American- 
ization workers. 

At  the  Union  Street  Center  the  limitations  of  space  made  any 
form  of  entertainment  on  clinic  day  impossible,  but  several  beauti- 
ful parties  were  held  with  unusually  happy  results.  In  this  center 
and  at  "American  House" — the  small  store  rented  by  the  Com- 
mittee at  Front  and  Walnut  Streets  —  members  of  the  "  Home 


Delaware  4329 

Classes "  in  their  respective  neighborhoods  were  gathered  for 
parties.  For  each  of  these  groups  this  first  venture  into  the 
social  life  of  America  was  a  great  occasion,  much  talked  of  in  the 
family  circle. 

Of  the  1179  calls  made  by  members  of  the  Americanization 
staff  between  September  1,  1919,  and  July  1,  1920,  about  S50 
were  made  on  foreign  mothers  in  the  vicinitv  of  each  of  these 
centers  and  in  other  districts  where  thev  were  sure  of  a  welcome. 
Xo  call  was  made  where  the  worker  did  not  know  the  name  of  her 
hostess  and  had  not  some  definite  business.  Sometimes  the  visit 
was  made  at  the  request  of  a  public  school  teacher  who  believed  it 
would  be  welcome ;  sometimes  the  introduction  came  from  the 
night  school,  sometimes  from  the  health  center,  sometimes  from 
the  Committee's  ''  Trouble  Bureau."  One  very  successful  series 
of  calls  was  made  on  wives  of  men  who  had  recently  been 
naturalized.  If  there  seemed  to  be  reason  to  believe  that  the  hos- 
tess would  be  glad  of  instruction,  she  was  told  of  the  home  and 
night  school  classes ;  if  not,  the  call  was  simply  a  friendly  wel- 
come to  the  new  citizen.  In  no  case  was  it  received  as  an 
intrusion. 

Home  Classes 

In  all,  168  women  were  offered  an  opportunity  to  learn  English 
in  or  near  their  homes.  Of  these,  74  accepted  and  came,  14 
accepted  and  did  not  come  and  80  did  not  accept.  Almost  all 
were  interested  and  those  who  refused  explained  wistfully  that 
thev  wanted  to  learn,  but  there  was  never  anv  time.  "  There 
are  so  many  children!  "  they  would  explain  apologetically.*  Of 
the  74  women  who  received  instruction  in  home  groups  or  in- 
dividuallv,  45  finished  the  course  which  closed  simultaneously 
with  the  public  schools  in  June;  28  dropped  out  for  one  reason  or 
another  and  one  was  transferred  to  a  public  school  class.  (For 
complete  analysis  of  attendance  at  these  classes,  see  Appendix  J.) 

One  of  the  home  classes  was  held  in  the  evening  for  Italian 
women  who  were  at  work  during  the  day,  and  who  were  unable  to 
attend  the  public  night  school.  This  class  was  taught  by  Miss 
Harriet  Van  Buren  and  financed  by  the  Society  of  Colonial 
Dames. 

Day  classes  in  the  homes  were  taught  by  Miss  Xellie  Pauline 
Lawton  and  Miss  Laura  E.  Dixon,  of  the  Service  Citizens  staff. 
Thev  were  assisted  bv  volunteer   teachers,    most   of   whom    gave 

*  Reasons  given  by  women  for  failure  to  attend  ijas)*.es are  liat^d  in  Appen- 
dix L 


4330  Uis'iTED  States  Government 

individual  instruction  to  women  who  were  unable  to  go  even  as 
far  as  some  neighbor's  home  for  a  lesson.  Each  home  teacher  was 
taken  to  the  home  of  her  prospective  pupil  and  personally  intro- 
duced by  the  Committee's  worker.  Fortnightly  conferences  were 
held  for  the  teachers,  to  which  they  brought  the  social  and  peda- 
gogical problems  with  which  they  were  confronted.  Although 
this  individual  instruction  had  to  be  adapted  to  the  need  and  apti- 
tude of  each  pupil,  evei-y  attempt  was  made  to  attain  a  definite 
objective.  Each  pupil  who  completed  the  course  was  tested  and 
given  a  grading  certificate  exactly  like  those  granted  in  the  public 
school  classes. 

There  has  been  a  good  deal  of  debate  among  experienced 
workers  as  to  the  usability  of  volunteer  teachers  in  home  classes. 
The  somewhat  limited  experience  of  the  Delaware  Committee 
would  seem  to  indicate  that  where  only  one  or  two  pupils  are 
assigned  to  each  teacher,  and  the  volunteers  are  carefully  selected 
and  willing  to  work  under  supervision,  results  are  remarkably 
satisfactory.  The  chief  drawback  seems  to  lie  in  the  almost 
insuperable  obstacles  to  regularity  which  confront  the  volunteer 
who  is  also  a  wife  and  mother.  Of  the  15  teachers,  however,  who 
started  work  with  the  Committee  durino-  the  vear,  9  were  able  to 
meet  their  pupils  regularly  and  carried  them  successfully  to  the 
end  of  the  season.  These  teachers  were  Mrs.  C.  M.  Barton,  Miss 
Ellen  Cannon  Buckalew,  Mrs.  Delaware  Clark,  Miss  Elizabeth 
Draper,  Mrs.  C.  E.  Elliot,  Mrs.  Victor  C.  Jefferis,  Miss  Alice  P. 
Richey,  Mrs  Murray  Stuart  and  Mrs.  H.  H.  Ward,  Jr. 

In  ISTew  Castle  some  very  successful  home  teaching  work  was 
done  independently  by  a  volunteer  committee  headed  by  Mrs.  J. 
E.  Phillips  and  composed  of  Miss  Anne  Dungan,  Mrs.  P.  B. 
Lightner,  Miss  Bertha  Lambson  and  Mrs.  Joseph  Carlin.  This 
Committee  reports  an  enrollment  of  15  pupils,  6  of  whom  com- 
pleted the  course  of  11  lessons. 

We  have  not  been  able  to  observe  in  Delaware  a  tendency  on  the 
part  of  these  small  groups  to  grow  until  they  develop  into  ful- 
fledged  public  school  classes.  It  is  possible  that  this  occurs  in 
larger  cities,  where  many  families  are  housed  under  one  roof. 
In  Wilmington  and  New  Castle  few  classes  grow  beyond  the  four 
or  five  who  can  be  accommodated  about  the  average  kitchen 
table.  But  the  results  of  this  work  are  not  to  be  measured  by 
the  number  in  each  class  or  even  by  the  progress  made  by  the 
pupils,  though  that  has  often  been   astonishing.      Eor  when  we 


Delawabe  4331 

give  to  an  immigrant  mother  the  key  to  our  America  wo  are 
giving  her  far  more  than  that ;  we  are  restoring  to  her  rightful 
place  in  the  family  group  for  which  she  has  toiled  and  sacrilleed 
these  many  years.  We  are  giving  her  children  their  rightful 
heritage  of  a  mother's  care  and  guidance. 

THE  TROUBLE   BUREAU 

One  morning  during  the  night  school  campaign  in  October  an 
Italian  came  to  the  office  of  the  Service  Citizens  Committee  look- 
ing for  ''  de  teach."  He  had  tramped  the  streets  day  after  day 
in  search  of  a  school  where  he  could  learn  Enarlish  in  the  day- 
time,  after  his  long  night's  work  on  the  railroad.  "  I  go  to  day 
school  for  little  children,"  he  explained,  "  and  I  say  to  de  teach' : 
^  You  letta  me  sit  by  leetla  boy  and  catcha  de  English  word ; 
I  maka  no  troub '  '.  But  de  teach'  she  say  no."  When  he  wa^ 
told  that  there  was  a  day  class  for  night  workers  which  he  might 
attend,  he  was  radiant.  "  Now  I  getta  my  wife!  "  he  exclaimed. 
And  then  he  poured  out  the  whole  story. 

The  reason  this  man  wanted  to  "  catcha  de  English  word  "  was 
that  he  might  learn  to  write  a  letter  to  the  United  States  Govern- 
ment and  ask  for  a  passport  from  Italy  for  his  wife  and  three 
small  children.  He  had  asked  "  many  people  "  to  write  that 
letter  for  him,  he  said,  but  nobody  seemed  to  have  the  time.  He 
was  amazed  and  delighted  to  learn  that  the  Committee  could  do 
this  for  him  without  delay.  Within  a  month  word  was  received 
from  the  Department  of  State  that  the  passports  had  been  issued. 
But  the  incident  was  remembered  as  an  indication  of  the  utter 
helplessness  of  the  immigrant  when  faced  with  a  situation  that 
he  cannot  understand  and  the  needless  suffering  he  endures  for 
lack  of  help  that  hundreds  of  kindly  Americans  would  gladly  have 
given  had  they  but  realized  his  difficulty. 

Its  Growth. 

It  was  to  meet  this  situation  that  the  Committee's  "  Trouble 
Bureau  "  was  set  in  motion  in  September,  1919.  It  had  been 
functioning  unofficially  for  months,  as  pupils  had  turned  instinc- 
tively to  the  night  schools  for  guidance  in  their  perplexities.  But 
with  the  reorganization  of  the  work  in  the  fall  it  became  a  definite 
department  with  its  separate  system  of  records  and  carefully 
tabulated  information.  Except  for  an  informal  announcement 
in  the  schools,  it  was  not  advertised  at  all  until  January,  when 


4332  United  States  GovEiiNMENT 

a  brief  statement  was  issued  iu  each  of  the  laiiffuuffes  most  com- 

O  O 

luonly  spoken  in  Wilmington.  But  word  was  passed  from  mouth 
to  mouth  and  the  work  of  the  bureau  grew  very  fast.  Following 
is  the  record  of  cases  by  months: 

Interviews 
New  Ca-es  Disposed  of        and  Letters 

September 7  1  23 

October li  2  59 

Kovember 18  18  77 

December 62  45  148 

January 29  32  124 

February 97  82  159 

March  ! 86  67  266 

April 38  34  185 

May 45  37  228 

June 41  37  229 

Totals 437  355  1498 

The  citizenship  exercises  held  in  December  caused  an  increase  in 
naturalization  cases  in  that  month,  while  income  tax  questions 
poured  in  during  Febmary  and  March.  With  these  exceptions, 
the  growth  of  the  work  has  been  steady  and  normal. 

Its  Problems 

A  few  of  the  stories  brouii'ht  to  the  ''  Trouble  Bureau  "  reveal 
unjust  and  dishonest  treatment  of  the  foreigner;  far  more  are 
simply  the  unhappy  aftermath  of  the  war.  The  majority  of  the 
applicants  have  merely  become  involved  in  some  piece  of  govern- 
ment red  tape  which  can  readily  be  explained  to  them.  Following 
is  a  summary  of  the  problems  submitted  by  applicants: 

Interviews 
New  Cases  Disposed  of       and  Letters 

Naturalization  problems  (''first 

papers,"     "  second     papers,'' 

information     re     citizenship, 

etc.) 176  143  489 

Income  tax  returns,   State  and 

Federal 85  S3  139 

Passports  from  Europe 52  26  295 

Communication     with     Europe 

(including         sending         of 

mouey) 48  36  244 


Delaware  4333 


Interviews 
New  Cases  Disposed  of       and  Letters 


Legal  aid  (chiefly  exploitation)  17  14  123 

Health  and  relief    12  12  37 

Industrial     (accidents,     wages, 

unemployment,  etc.) 13  12  57 

Education    (chiefly    instruction 

in  English) 9  9  33 

Housing       (sanitation,       rents, 

leases,  etc.) 8  6  26 

Miscellaneous 17  14  55 

Of  the  82  cases  still  pending  on  July  Ist,  18  were  waiting  for 
action  on  the  part  of  the  United  States  Government,  20  for  action 
on  the  part  of  foreign  governments  or  other  agencies,  36  for 
action  on  the  part  of  the  applicant  himself  and  8  for  action  on  the 
part  of  the  Bureau. 

Citizenship 

While  comparatively  few  of  the  troubles  reported  involve  delib- 
erate exploitation  of  the  immigrant,  many  are  the  source  of  real 
and  often  justifiable  bitterness  on  the  part  of  the  sufterer.  Man 
after  man  has  waited  from  six  months  to  a  year  for  his  "  cer- 
tificate of  arrival  "  to  be  forwarded  from  Washington  in  order 
that  he  may  be  naturalized.  Scores  of  men  in  Wilmington  will 
be  prevented  from  casting  their  votes  in  the  Presidential  election 
by  this  unnecessary'  delay,  and  a  number  will  have  to  file  new 
declarations  of  intention  because  their  first  papers  have  expired 
during  the  long  months  of  Avaiting.  Letters  of  inquiry  directed 
to  government  departments  are  frequently  replied  to  by  fonn 
letters  which  have  no  bearing  whatever  on  the  case.  It  is  a  pitiful 
thing  to  see  the  would-be  citizen's  enthusiasm  fade  away  under 
the  strain  of  such  experiences  until  it  is  tinged  with  wrath  and 
scom  toward  the  public  servants  employed  by  the  country  of  his 
adoption.  Is  it  any  wonder  that  the  applicant  often  gives  up  the 
quest  for  citizenship  in  despair  or  uses  his  vote  when  he  gets  it 
to  protest  against  the  existing  order? 

Fortunately,  the  government  is  represented,  for  the  foreigiiers 
of  Wilmington,  not  only  by  remote  and  harassed  ofiicials  who  do 
not  answer  letters  or  answer  them  all  wrong,  but  also  by  the  Dis- 
trict Court  of  Delaware,  whose  patriotic  service  in  the  work  of 
naturalization  cannot  be  overstated.  The  Judge  of  the  Court  is 
the  Honorable  Huirh  M.  Morris;  the  clerk  is  Mr.  W.  G.  Mahafi^v 


4334  United  States  Goveknmknt 

and  the  deputy  clerk  is  Mr.  H.  C.  Mahaffy,  Each  of  these  men 
has  given  unlimited  co-operation  to  the  efforts  of  the  Committee 
to  set  a  high  standard  of  citizenship  and  at  the  same  time  to  clear 
away  the  technical  difficulties  which  beset  applicants.  The  deputy 
clerk  of  the  Court  has  held  occasional  evening  office  hours  at  the 
request  of  the  Committee  and  has  answered  patiently  its  numerous 
queries  as  to  individual  cases.  The  Judge  has  given  unfailing  in- 
terest and  consideration  to  every  problem  presented.  He  has  in- 
spired each  applicant  with  a  new  sense  of  the  dignity  of  American 
citizenship,  but  he  has  also  given  him  every  opportunity  to  prove 
his  fitness  for  the  honor. 

Income  tax  returns  have  involved  little  labor  in  proportion  to 
the  number  of  cases  handled,  but  the  Committee  has  been  able  to 
be  of  real  service  explaining  the  provisions  of  the  law  to  immi- 
grants who  were  always  glad  to  pay  as  soon  as  they  understood 
it.  In  several  cases,  through  a  misunderstanding,  due  exemption 
had  not  been  claimed  for  dependents  overseas,  but  through  the 
courtesy  of  the  Collector  of  Internal  Revenue,  Mr.  Hariy  T. 
Graham,  these  and  other  problems  were  satisfactorily  adjusted. 

Legal  Aid 

The  Legal  Aid  cases  were  comparatively  few,  but  of  absorbing 
interest.  Most  of  them,  though  not  all,  involved  a  deliberate 
attempt  on  the  part  of  some  one  to  take  advantage  of  the  immi- 
grant's ignorance  of  the  language  and  customs  of  the  new  country, 
and  it  was  a  pleasure  to  secure  justice  for  these  wronged  and 
frightened  people.  It  would  not  have  been  possible  to  get  results 
in  these  cases  without  the  advice  and  assistance  of  a  Committee 
composed  of  leading  members  of  the  Wilmington  bar,  who  agreed, 
at  the  request  of  Judge  Morris,  to  serve  the  Committee  without 
charge  when  such  cases  arose.  It  has  not  been  necessary  as  yet 
to  call  upon  all  of  the  members  of  this  Committee  for  assistance, 
but  the  courtesy  and  keen  interest  displayed  by  those  whom  the- 
bureau  has  consulted  have  been  exceedingly  helpful. 

From  October  to  Januarv  a  careful  studv  was  made  of  condi- 
tions  alfecting  foreigners  who  are  brought  up  for  trial  in  the 
Municipal  Court  of  Wilmington.  As  a  result,  the  Committee 
was  convinced  that  under  present  conditions  little  or  no  injustice 
is  done  in  the  Court  to  immigrants  as  a  group.  Both  Judge 
Hastings  and  Deputy  Judge  Finger  are  in  the  habit  of  giving 
special  consideration  to  prisoners  who  are  handicapped  by  their 
ignorance  of  English.     Unfortunately,  it  has  not  been  possible  up 


Dela"«'ake  4335 

to  this  time  to  make  any  satisfactorv  arrangement  for  interproters 
in  the  Court.  When  it  is  realized  in  how  many  oa-ses  the  "svhole 
decision  rests  on  the  exact  language  used  by  the  defendant  or  by 
a  witness,  the  seriousness  of  the  situation  becomes  apparent. 
With  this  exception,  however,  conditions  in  the  City  Court  are 
unusually  good,  so  far  as  they  affect  immigrants. 

Results. 

The  labor  involved  in  solving  some  of  the  problems  presented 
to  the  bureau  cannot  be  imagined  by  any  one  without  experience 
in  such  work.  Here  is  the  record  of  one  case,  taken  directly  from 
the  files  of  the  bureau.  It  is  no  more  complicated  than  a  num- 
ber of  others  handled  during  the  year: 

Eecord  of  S S i^Tationalitt — Polish 

Address     X Street,   Wilmington.  Delaware. 

Facts  :     ]\Ir.  S.  wants  passport  for  wife,  Stefania  S .  .  .  . , 

and  eight-year-old  son,  Stanley  S ,  from  Gubernia, 

Plotzk,  Poland.  Has  been  called  for  preliminary  hearing 
on  his  Petition  for  IN'aturalization  but  was  informed  by  ex- 
aminer that  papers  would  be  refused  because  of  wife's  ab- 
sence.    Has  applied  vainly  for  passport  through 

Date  Action  Taken  Worker 

12/19/19     Case  reported  in  person  to  A 

12/20/19     Telephoned  Clerk  of  the  Court,  who  says 

decision    as    to    papers    will   rest    with 

Court.     Hearing  held  March  8.  A 

12/20/19     Wrote  Mr.  S.  to  this  effect.  A 

2/24/20  Mr.  S.'s  cousin-in-law  called  to  inquire. 
Sent  by  night  school  teacher.  Promii;e'l 
to  lay  the  facts  before  the  Court.  B 

3/22/20  Mr.  S.  passed  examination  and  witnesses 
were  heard,  but  case  was  continued  on 
account  of  wife's  absence. 

3/22/20  Laid  the  facts  before  the  Court  with  re- 
sult that  Mr.  S.  will  be  admitted  at  a 
special  hearing  April  4.  B  and  C 

3/23/20     Mr.  S.  called.     Told  him  Court's  decision.    B 

3/30/20     Called    at    the    Court.     Special    hearing 

ha«  been  set  for  April  12,  4  o'clock.  B 


B 
D 


4-336  United  States  Government 

3/31/20     Wrote  Mr.  S.  to  this  effect.  B 

4/12/20     Mr.  S.  was  admitted  at  special  hearing. 
Helped    him    send    cable    to    his   wife. 
("  I  want  she  should  come  soon,  so  I 
can  take  her  to  see  our  Capitol  at  Wash- 
ington, before  the  excursions  stop.")  B 

4/20/20     Mr.    S'.'s   cousin-in-law   called  for   infor- 

mation.  ^ 

4/21/21)     Got  Naturalization  Certificate  from  office 

of  Clerk  of  Court.  B 

4/21/20  Wrote  Department  of  State  api)l,ying  for 
passport. 

4/22/20  3,[r.  S."s  cousin-in-law  called  for  infor- 
mation. 

4/23/20  Letter  from  Department  of  State  stating 
that  nnnter  will  be  attended  to  in  due 
course. 

5/10/20  Letter  from  Division  of  Passport  Control 
asking  for  specific  address  of  Mrs.  S. 

5/11/20     Mr.    S.    called   at  our  request    and   gave 

above  information.  ^ 

5/L2/20  Wrote  Division  of  Passport  Control  giv- 
ing above  information.  D 

5/28/20     Letter  from  Division  of  Passport  Control 

saying  passports  have  been  issued. 
5/28/20     .Special  Delivery  letter  to  Mr.  S.  stating 

above  information.  B 

The  results,  however,  more  than  justify  the  expenditure  of  time 
and  labor  involved.  For  by  these  really  trifling  services  the 
bureau  is  recreating  the  faith  of  countless  foreign  born  men  and 
women  in  the  America  of  their  dreams;  through  its  daily  efforts 
they  are  rediscovering  the  soul  of  America,  the  spirit  that  sum- 
moned their  spirits  across  the  weary  miles  of  land  and  sea  with 
its  promise  of  "  Liberty  and  justice  for  all." 

PRINTED  INFORMATION  FOR  THE  FOREIGN  BORN 
The  work  of  the  Trouble  Bureau  brought  out  more  clearly  than 
ever  a  need  which  has  been  felt  from  the  first  —  the  necessity  of 
some  sort  of  a  handbook  for  the  foreign  born  of  Delaware,  setting 
forth  simply  the  facts  they  most  need  to  know  about  their  new 
ej5vironment  and  furnishing  a  ^lide  to  the  community's  sources 


Delaware  4337 

of  opportunity  and  helpfulness.  Such  a  handbook  would  cover 
elementary  information  as  to  the  government  of  the  United  States, 
Delaware,  Wilmington  and  other  towns  in  Delaware,  would  set 
forth  simply  the  laws  and  ordinances  which  the  newcomer  seems 
to  have  had  the  most  difficulty  in  understanding,  would  furnish  a 
guide  to  the  public  buildings  of  Wilmington  and  to  its  educational 
centers,  and  would  explain  regulations  as  to  passports,  money 
orders  and  other  matters  affectinsr  communication  with  the  old 
countrv. 

If 

In  order  to  reach  the  maximum  number  of  readers  this  hand- 
book must  be  printed  in  all  the  languages  most  commonly  used  in 
the  State  as  well  as  in  English.  And  the  English  edition  must  be 
expressed  in  a  vocabulary  comprehensible  to  all  who  have  had  one 
year's  work  in  the  night  schools  or  its  equivalent. 

This  question  of  vocabulary  has  been  surprisingly  neglected  in 
the  handbooks  and  guides  to  citizenship  already  published  by  vari- 
ous agencies  in  the  United  States.  A  vast  amount  of  valuable 
information,  carefully  compiled,  has  been  issued  to  the  bewildered 
foreigner  in  language  which  the  man  who  needs  it  most  cannot 
possibly  comprehend. 

In  order  to  avoid  this  mistake  in  Delaware  a  careful  study  has 
been  made  of  the  vocabulary  taught  in  the  Americanization  classes 
during  the  first  year's  work.  As  nearly  as  can  be  ascertained,  this 
vocabulary  contains  about  1.200  words,  all  of  which  have  been 
thoroughly  taught  and  frequently  reviewed.  There  is  no  insur- 
mountable difficulty  in  confining  the  English  of  the  proposed 
handhook  almost  exclusively  to  this  vocabulary. 

Work  on  this  handbook  has  been  carried  on  by  the  Executive 
Secretary  during  the  year  whenever  time  permitted,  and  it  is 
hoped  to  publish  it  in  the  fall  of  1920.  In  the  meantime,  a  sepa- 
rate bonklet  on  financial  matters  affecting  the  immigrant  has  been 
published  in  English  and  Polish,  English  and  Italian,  and  Eng- 
lish alone.  The  English  version  has  been  used  as  a  textbook  in 
the  night  school  classes.  It  covers  such  subjects  as:  How  to 
S'end  jMoney  to  Europe,  How  to  Send  Parcels  to  Europe,  Govern- 
ments, Banks  in  Wilmington  and  Income  Tax. 

A  similar  booklet  on  passport  regulations  was  prepared,  but  on 
the  advice  of  the  Department  of  State  was  not  published,  because 
changes  in  the  regulations  are  constantly  being  made. 

A  catechism  on  the  government  of  the  United  States,  as  set 
forth  in  the  Constitution  has  hper.  p^refully  prepared  in  simple 


4338  tJjsiTED  States  Goveknment 

English  and  is  given  out  to  all  who  apply  for  it,  until  the  com- 
plete handbook  can  be  published. 

These  are  but  small  beginnings  on  a  very  large  piece  of  work. 
But  they  form  one  more  link  between  the  American  commonwealth 
and  the  thousands  who  are  in,  but  not  of  it. 

PLANS  FOR  THE  FUTURE 
EDUCATIONAL  WORK 

The  two-year  appropriation  made  by  the  General  Assembly  of 
Delaw^ave  for  the  work  of  the  Americanization  Schools  expires  at 
the  end  of  thi?  calendar  year.  The  new  Legislature  convenes  in 
January,  1921,  and  one  of  its  first  responsibilities  will  be  to  pro- 
vide for  the  future  of  these  schools. 

If  the  educational  work  is  to  develop  as  successfully  in  the 
future  as  it  has  in  the  past,  the  State  appropriation  should  be 
materially  increased.  The  present  budget  of  $15,000  a  year, 
administered  with  the  utmost  economy,  is  barely  sufficient  to  meet 
the  expense  of  teachers"  salaries,  janitor  service,  supervision  and 
routine  printing.  The  schools  are  obliged  to  turn  to  the  Service 
Citizens  for  the  financing  of  supplementary  activities  without 
which  they  could  not  function  successfully.  All  the  activities 
carried  on  in  the  schools  at  present  are  the  legitimate  function  of 
the  public  educational  authorities  and  ought  properly  to  be  taken 
over  by  them. 

The  work  of  home  teaching,  now  carried  on  by  the  Service 
Citizens,  will  also  be  recognized  ultimately,  as  it  is  now  in  Cali- 
fornia and  other  States,  as  a  responsibility  of  the  public  educa- 
tional authorities.  The  work  of  the  Americanization  Committee 
is  intended  simply  as  a  stop-gap  until  this  responsibility  is  recog- 
nized by  public  opinion. 

SUPPLEMENTARY  ACTIVITIES 

For  the  fiscal  year  beginning  May  1,  1920,  the  Service  Citizens 
has  set  aside  a  budget  of  $20,000'  for  the  use  of  the  Delaware 
Americanization  Committee.  It  is  planned  to  spend  about  $8,900 
of  this  for  the  maintenance  of  the  central  office  and  the  Trouble 
Bureau  and  for  the  printing  of  information  for  the  foreign  born 
m  English  and  in  foreign  languages. 

The  remainder  of  the  sum  will  be  spent  through  the  schools  or 
in  activities  directly  supplementary  to  their  work.  The  financing 
of  night  school  publicity,  public  gatherings  and  follow-up  calling 
by  the  teachers  will  be  cared  for  until  provision  is  made  by  the 
State  for  these  necessary  items.     A  staff  of  five  trained  women 


Illinois  4339 

will  devote  their  time  to  taking  American  life  through  the  schools 
into  the  foreign  neighborlioods  of  the  city  and  of  neighboring 
towns ;  home  teaching  and  other  work  for  mothers  will  be 
developed ;  "  community  evening  "  activities  in  the  schools  will 
bo  multiplied  where  they  are  most  needed. 

The  goals  set  for  the  coming  year's  work  are  few  and  simple. 
Thev  are:  first,  to  make  the  school  centers  of  our  foreign  districts 
veritable  "  Little  Americas "  to  which  the  people  will  turn 
instinctively  for  every  normal  need ;  second,  to  make  certain  that 
to  every  foreign-born  person  in  the  State  the  door  stands  wide 
not  only  to  the  workaday  America  that  so  often  offers  its  worst  to 
the  newcomer,  but  also  to  a  share  in  the  rich  spiritual  heritage  of 
what  we  like  to  believe  is  the  "  real ''  America,  comradeship  in 
the  high  enterprise  of  making  realities  of  our  noblest  dreams  for 
the  America  of  t-he  future. 


NOTE  ON  CHAPTER  X 
Idaho 

Following  is  a  section  of  a  letter  from  Mr.  E.  A.  Bryan,  Com- 
missioner of  Education,  Boise,  under  date  of  September  15,  1920 : 

"  ]^o  changes  of  importance  were  made  in  the  law  by  the 
1919  Legislature.  Two  bills  were  introduced,  one  making  the 
study  of  the  English  language  compulsory  up  to  the  age  of 
35,  requiring  not  less  than  100  hours  a  year  for  that  pur- 
pose and  providing  a  small  appropriation  to  be  matched  by  a 
like  appropriation  from  the  district.  The  other  bill  author- 
ized school  districts  to  expend  2  per  cent,  of  their  apportion- 
ment in  giving  instruction  to  adults  over  21  years  of  age 
in  Americanization.     Both  bills  failed. 

"A  considerable  amount  of  work,  however,  is  being  done 
along  Americanization  lines." 


NOTE  ON  CHAPTER  XI 

Illinois 


1.  Chicago 
The  following  was  contained  in  a  communication  from  Peter 
A.  Mortenson,  Superintendent  of  Schools,  November  13,  1920 : 
Latest  Census  Figures  fob  Chicago 

Population  of  Chicago 2,701,212 

Foreign-born  Population 783,428 


4340  UxiTEi)  States  Gon'kuxmejxt 

Austrian 132,063 

Belgian 2,665 

Bulgarian 515 

French-Canadian 4,633 

Canadian    (oth-n-)    26,688 

Chinese 1,335 

Cubau 393 

Danish 11,484 

English 27,912 

Finnish 1,191 

French 3,036 

German 182,289 

Greek 3,564 

Hungarian 28,938 

Irish 65,965 

Italian 45,169 

Japanese 220 

Mexican 188 

:N'etherlands 9,632 

Norwegian 24,186 

Portuguese 50 

Roumanian 3,344 

Russian 121,786 

Scotch 10,306 

Spanish 243 

Swedish 63,035 

Swiss 3,494 

Asiatic   Turks    1,175 

European   Tu:  ks    711 

Welsh 1,818 

Miscellaneous  ,  ,  ,  , 2,400 


"  It  would  be  impossible  to  list  in  a  letter  the-  industries 
that  employ  these  people.  The  Association  of  Commerce 
of  Chicago  is  an  organization  of  the  leading  business  men  in 
commercial,  industrial,  and  financial  lines.  It  includes  in 
its  membership  practically  all  oi"  the  larger  employers  of 
labor  and  many  of  those  who  employ  as  few  as  one  hundred. 
The  Association  of  Commerce  has  1aken  active  part  in  Ameri- 
canization work  in  Chicago,  and  has  succeeded  in  interesting 


Indiana  4341 

many  of  the  employers,  so  that  there  are  classes  in  Amcr- 
canization  being  conducted  in  a  large  number  of  the  factories 
in  the  city. 

"  The  Chicago  Woman's  Club  has  assisted  in  this  Ameri- 
canization  work,  as  has  also  the  Xaturalization  Department 
of  the  United  States  Government.  Recently  the  Catholic 
clergy,  and,  in  some  cases,  the  Protestant  clergy  have  taken 
some  organized  action  to  carry  forward  the  work. 

"  Personally,  I  feel  that  we  can  accomplish  something  with 
the  adult  foreign-born  population  in  the  matter  of  training 
them  for  citizenship,  but  I  fear  that  we  must  rely  upon  the 
children  for  the  big  results  that  we  desire." 


NOTE  ON  CHAPTER  XII 
Indiana 


1.  Indianapolis 
The  local  situation  in  Americanization  is  described  by  E.  IT. 
Graff,    Superintendent    of    Schools,    in    a   letter    under    date    of 
November  11.  1920,  reading  as  follows: 

"  Indianapolis  is  an  important  pharmaceutical  manufac- 


turing center. 


"  The  present  total  population  of  Indianapolis  is  314,194. 
We  have  no  data  as  to  the  total  number  of  foreign  birth. 
In  1910  about  six  per  cent,  of  our  population  was  of  foreign 
birth.  I  do  not  believe  that  percentage  has  been  increased. 
A  large  number  of  foreigners  are  engaged  in  the  packing 
industries,  the  foundries,  and  the  railroads.  Small  numbers 
are  to  be  found,  however,  in  practically  every  factory  in  the 
city.  The  Public  Schools,  Y.  M.  C.  A.,  Inunigrants  Aid 
Association,  Cosmopolitan  Chapel,  and  Baptist  Mission  are 
agencies  that  are  interested  in  the  education  of  the  foreigners 
and  are  doing  something  along  this  line. 

''  The  only  industry  that  is  making  a  special  effort  along 
this  line,  that  I  know  of,  is  the  Indianapolis  Abattoir.  Letters 
addressed  to  any  of  these  organizations  will  receive  attention. 
As  to  suggestions  as  to  what  could  be  done  to  educate  our 
foreign-born  |X)pulation,  I  submit  to  you  an  opinion  of  Judge 
James  Collins  of  the  Criminal  Court,  who  has  had  a  great 
deal  of  experience  with  foreigners :  which  is  that  ''  Foreigners 
should  be  compelled  to  learn  the  English  language  and  th9 


4342  United  States  Government 

other  things  that  make  for  better  citizenship.'  The  public 
schools  should,  of  course,  be  the  principal  organization  in 
this  work.  Teachers  should  be  especially  trained  for  the 
work.  They  should  not  only  know  American  history  and 
civics,  but  they  should  be  well  trained  in  European  history, 
the  manners  and  customs  of  the  countries  from  which  the 
foreigners  come.  It  is  not  essential,  I  think,  that  they  be 
able  to  speak  the  language  of  the  foreigners,  but  they  should 
know  considerable  about  teaching  language.  The  problem  in 
Indianapolis  is  not  a  serious  one,  comparatively.  The 
number  of  aliens  is  now  large,  but  there  are  a  number  of 
groups  that  are  well  organized  that  are  capable  of  doing  a 
great  deal  of  harm  or  good,  according  to  their  leadership. 
Among  these  groups  are  the  Germans,  the  Irish,  the  Greeks, 
Roumanians,  Bulgarians,  the  Slovanians." 

2.  Evansville 

Letter  from  Mr.  L.  P.  Benezet,  Superintendent  of  Schools, 
November  1,  1920: 

"  Evansville  has  very  few  foreigners.  There  are  three  or 
four  Greeks  who  keep  candy  stores  and  shoe-shining  parlors, 
and  two  or  three  Italians  who  deal  in  fruit.  All  told,  I 
question  whether  we  have  fifty  people  of  recent  foreign  extrac- 
tion in  our  city.  About  fifty  per  cent,  of  our  people  have 
German  blood  in  their  veins,  but  these  Germans  have  been 
here  for  at  least  two  generations.  The  only  ones  among  them 
who  were  born  in  Germany  are  the  gi-andparents,  and  tliey 
have  been  in  this  country  so  long  that  they  either  have  been 
thoroughly  Americanized,  or  are  so  old  and  settled  in  their 
ways  that  nothing  need  be  done  for  them  now. 

"  Our  cheap  labor  is  provided  by  our  negroes,  of  whom 
there  are  nearly  ten  thousand  in  the  city,  and  by  poor  whites 
from  the  neighboring  states  of  Kentucky,  Tennessee,  and 
Arkansas. 

"  We  have  been  distributing  among  our  teachers  certain 
lessons  in  Citizenship,  prepared  by  myself,  a  sample  of  which 
is  enclosed  herewith.  To  date  there  have  been  twenty-five 
of  these  lessons  sent  out,  twenty-one  last  year  and  four  so 
far  this  year. 

"'  The  problems  of  Evansville  are  not  unlike  those  of 
Louisville,  Nashville,  and  Memphis.  The  foreign-born  ele- 
ment does  not  enter  in  to  any  great  extent." 


Iowa  4343 

The  "  Lessons  in  Citizenship  ''  to  which  Mr.  Benezet  refers 
outline  timely  topics  of  interest,  and  suggest  questions  for  class- 
room discussion.  Excellent  as  the  underlying  idea  of  these  bul- 
letins is,  the  Committee  wishes  to  point  out  the  danger  of 
encouraging  discussion  without  informing  the  teacher  simul- 
taneously of  the  policy  of  the  public  school  department,  which 
should  be  conformed  to  in  the  discussion,  and  the  attitude  which 
he  should  take  in  directing  the  discussion.  With  the  many  demands 
upon  the  teacher's  time,  it  is  not  to  be  expected  that  he  can  keep 
thoroughly  informed  on  all  topics  of  the  day.  Therefore,  not 
only  full  information  should  be  supplied  to  the  teacher,  but  also 
an  analysis  of  the  problem  in  question  from  the  standpoint  of 
the  best  interests  of  the  government,  lest  the  teacher,  even  though 
well  intentioned,  should  lead  his  pupils  astray  through  lack  of 
sufficient  knowledge  or  understanding  of  his  subject.  An  intel- 
ligent supervision  of  this  sort  permits  the  school  authorities  to 
establish  a  uniform  policy  in  teaching  throughout  its  jurisdiction. 


NOTE  ON  CHAPTER  XIII 
Iowa 
Keeent  developments  in  Iowa  are  described  by  P.  E.  McClena- 
han,    Superintendent   of   Public   Instruction,    in   a  letter,   dated 
September  10,  1920: 

"According  to  the  provisions  of  the  law  for  teaching 
Citizenship,  I  appointed  a  committee  representing  every  sec- 
tion of  the  state,  and  for  the  past  year  the  committee  has  been 
at  work  on  a  large  number  of  problems.  We  have  a  very 
elementary  outline  for  the  grades,  and  are  now  completing 
a  bulletin  for  the  grades  and  the  high  school.  I  shall  be  glad 
to  send  you  a  copy  of  the  bulletin  when  it  is  completed." 

Letter,  October  21,  1920: 

"  I  have  your  letter  relative  to  Americanization. 

"  We  have  two  lines  of  attack  in  this  work,  direct  and 
indirect.  The  direct  work  consists  of  an  Americanization 
program  for  the  public  schools.  There  are  outlines  prepared 
for  the  work  in  the  grades  and  in  the  high  school  along  this 
line,  bait  owing  to  the  inability  of  the  state  to  do  printing, 
I  am  not  able  to  send  you  a  copy  of  these  bulletins. 

"  There  are  also  night  schools  being  conducted  for  persons 
who  wish  to  learn  English,  and  become  acquainted  with  our 
ideals,  manners,  and  customs.  These  night  schools  are  under 
the  supervision  of  local  boards  of  education. 


4344  Dnited  States  Government 

"  Very  excellent  work  in  this  line  is  also  being  clone  in 
the  mining  camps  in  this  state.  We  are  limited  in  the 
number  of  camps  which  we  have,  about  fifty-six,  and  we  are 
doing  a  number  of  very  definite  things  which  we  hope  will 
have  a  good  influence.  We  are  repairing  school  houses, 
getting  better  teachers  in  some  places,  an  d  improving  educa- 
tional conditions  in  these  mining  camps. 

"  I  appreciate  very  much  your  interest  in  this  matter,  and 
shall  be  glad  to  give  you  any  help  which  I  can." 


NOTE  ON  CHAPTER  XIV 

Kansas 


1.  Kansas  City 
The  following  letter  was  received  from  I.  B.  Morgan,  Director 
of  Continuation   Schools  and  Vocational  Bureau,  November   1, 
1920: 

*'  The  work  of  Americanization  is  carried  on  by  the  Con- 
tinuation Schools  of  Kansas  City,  Kansas.  These  schools 
include  the  Night  Schools  and  other  schools  that  are  not  a 
part  of  the  regTilar  day  schools.  Americanization  work  is 
now  being  conducted  in  the  six  different  centers.  Classes 
are  organized  to  learn  to  read,  speak  and  write  the  English 
language,  to  learn  and  study  the  operations  of  the  Govern- 
ments of  the  United  States,  and  of  the  State,  and  the  process 
of  naturalization. 

"  The  continuation  schools  are  aided  by  the  various 
organizations  in  the  city,  such  as  the  W.  C.  T.  U.  and  other 
women's  organizations,  the  Chamber  of  Commerce  and  the 
University  of  Kansas.  Considerable  stress  has  been  placed 
upon  bringing  the  mothers  into  these  educational  classes.  In 
some  instances  classes  —  we  are  having  classes  conducted 
iiTtornoons  in  the  homes  of  the  foreign  niorhei-j^.  Tiicy  are 
taught  to  read  and  speak  English,  to  sew,  cook  and  take 
care  of  children.  Classes  in  hygiene  and  home  nursing  are 
also  being  organized. 

"  We  emphasize  the  education  of  the  mothers,  for  if  the 
mother  is  Americanized  the  home  is  Americanized,  the 
community,  State  and  Nation,  In  addition  to  the  classes  in 
the  six  public  school  buildings,  classes  bavf?  heeji  inducted 


Louisiana  4345 

in  halls  occupied  by  foreigners  and  also  in  parochi'il  school 
bnildings.  Public  exercises  are  beld  when  candidates  receive 
their  naturalization  certificates." 


NOTE  ON  CHAPTEll  XV 
Kentucky 

Letter  from  George  Colviu,  State  Superintendent  of  Education, 
Frankfort,  September  6,  1920: 

"Until  July  1920,  Kentucky  had  been  experimenting  with 
the  night  schools  for  the  purpose  of  teaching  illiterates.  Be- 
cause of  the  unsatisfactory  results  from  these  efforts,  :lie 
Legislature  discontinued  such  schools.  We  have  no  alien 
problem  in  Kentucky." 


NOTE  ON  CHAPTER  XVI 
Louisiana 


1.  State  Activities 
In  a  previous  chapter  on  Louisiana,  a  law  (Act  114  of  1918)  is 
quoted  which  forbids  the  teaching  of  German  in  the  public 
schools.  This  was  an  emergency  w^ar  measure,  as  will  be  seen 
from  the  following  letter  from  T.  H.  Harris,  State  Superintendent 
of  Education,  Baton  Rouge,  November  1,  1920: 

''Replying  to  yours  of  the  28th,  I  beg  to  advise  that  Act 
114  of  1918  was  passed  during  the  war  strictly  as  a  war 
measure.  We  had  a  bill  introduced  in  the  session  of  the 
general  assembly  of  1920  to  repeal  this  act,  but  it  was  caught 
in  the  jam  at  the  close  of  the  session  and  failed  to  pass. 
There  was  no  opposition  to  the  bill.  It  failed  wholly  on 
account  of  the  lack  of  time.  All  of  us  believe  now,  both 
school  men  and  laymen,  that  114  should  be  repealed." 

2.  New  Orleans 

Lionel  Adams,  Secretary  of  th.e  Civic  Bureau  of  the  ISTew  Or- 
leans Chamber  of  Commerce,  under  date  of  November  6,  1920, 
wrote  this  Committee  a  letter  which  is  of  interest  not  only  because 
it  presents  the  situation  in  New  Orleans,  but  also  because  it  shows 
the  interest  of  the  Chamber  of  Commerce  in  Americanization. 
The  letter  follows: 


•i346  United  States  Goveenment 

"  I  am  advised  that  we  have  no  trouble  whatever  with  our 
immigi-ants  in  Xew  Orleans,  and  therefore  have  undertaken 
little  or  no  Americanization  work  other  than  that  which  is 
made  part  of  the  public  school  curriculum,  which  consists 
principally  in  a  course  in  civics  and  history,  in  our  public 
day  and  night  schools. 

"  The  population  of  New  Orleans  as  given  by  the  last 
census  is  387,219,  of  which  66  per  cent,  are  American  born, 
26  per  cent,  negroes,  and  8  per  cent,  foreign  born.  The  for- 
eign born  population  is  made  up  as  follows:  German,  21.16 
per  cent. ;  Polish  and  Russian,  4.5  per  cent. ;  Italian,  28.5 
per  cent;  Irish,  6.10  per  cent.;  French,  13  per  cent; 
Spanish,  1.2  per  cent. ;  Greek,  3.4  per  cent ;  Austrian,  2.3 
per  cent. ;  English  and  Scotch,  5.7  per  cent. ;  Scandanavian 
and  Danes.  1.2  per  cent. ;  all  others,  8  per  cent. 

"  There  being  a  rather  large  demand  for  labor  in  I^ew 
Orleans,  our  immigrants  have  little  or  no  difficulty  in  finding 
work,  nor  have  we  at  any  time  been  conscious  of  having  on 
our  hands  a  problem  as  a  result  of  our  foreign  born  popula- 


tion 


5) 


NOTE  ON  CHAPTER  XVII 
Maine 

The  situation  on  legislation  in  Maine  is  outlined  in  two  letters 
from  Augustus  C.  Thomas,  State  Superintendent  of  Public 
Schools,  Augusta. 

September  20,  1920. 

"  The  last  legislature  made  it  necessary  to  teach  all  com- 
mon school  subjects  in  the  schools  of  the  state,  both  public 
and  private,  in  the  English  language  only.  You  will  note 
also  that  the  state  superintendent  of  schools  is  authorized  to 
organize  Americanization  Citizenship  classes  and  pay  from 
funds  provided  two-thirds  of  the  cost  of  instruction  as  a  co- 
operative measure  with  local  authorities. 

"  In  our  state  course  of  study  you  will  find  a  special  out- 
line for  the  teaching  of  citizenship  and  government  in  all  of 
the  schools  of  the  state." 

October  ^1,  1920. 

"A  bill  was  prepared  seeking  to  Americanize  through  the 
English  laugTiage  and  instruction  in  the  fundamentals  of  our 
forui  of  guverument  for  the  last  legislature.     It  was  prepared 


Massachusetts  4*347 

late  in  the  session  and  was  one  of  the  hills  carrier!  over.  I 
think  perhaps  under  onr  present  law  that  this  bill  may  not 
now  he  necessary.  Under  the  18th  amendment  to  the  Con- 
stitution persons  who  become  voters  or  office  holders,  in  other 
words,  citizens,  must  be  able  to  use  the  English  language  and 
must  know  the  meaning  of  the  Constitution. 

"  To  support  this  amendment  the  last  legislature  made  an 
appropriation  and  revised  the  laws  so  that  schools  are  now 
being  conducted  throughout  the  state  preparing  the  pupils 
for  citizenship.  Our  main  trouble  now  is  to  find  help  enough 
to  carrv  on  the  work  throughout  the  state." 


NOTE  ON  CHAPTER  XIX 
Massachusetts 


1.  State  Activities 
The  following  letter  was  received  from  John  J.  Mahoney.  f^^tate 
Supervisor  of  Americanization,  Boston,  under  date  of  September 
10,  1920: 

"  The  State  Department  of  Education  is  planning  to  hold 
a  very  important  conference  in  Plymouth  next  week.  As  a 
result  of  this  conference  we  hope  to  make  considerable  prog- 
ress in  Industrial  Americanization  this  coming  year.  Dur- 
ing the  year  ending  August  31,  1920,  the  State  Treasurer  dis- 
bursed approximately  $90,000  by  way  of  aiding  cities  and 
towns  in  the  education  of  the  immigrant.  I  anticipate  that 
we  shall  be  obliged  to  double  this  amount  this  coming  year." 

2.  Boston 

Public  School  activities  in  Boston  were  reported  to  the  Com- 
mittee in  the  following  letter  from  Michael  J.  Downey,  Director 
of  Evening  Schools,  November  19,  1920: 

"  Boston  has  what  is  known  as  a  Day  School  for  Immi- 
grants, and  will  establish  classes  in  any  section  of  the  city, 
at  any  time,  day  or  evening,  provided  there  is  a  demand  for 
such  instructions  on  the  part  of  at  least  fifteen  persons,  and 
provided  suitable  accommodations  are  available  in  school 
buildings,  stores,  factories,  settlement  houses  or  elsewhere. 
This  is  done,  of  course,  in  addition  to  the  regular  classes  held 
in  the  evening  schools.  Boston  has  also  a  City  Committee 
for  Americanization,  the  chairman  of  which  is  Joseph  A. 


4348  United  States  Government 

Mullen.  The  Boston  Chamher  of  Commerce  and  the 
Women's  Municipal  League  are  large  organizations  in  Boston 
which  are  interested  in  Americanization  work." 

3.  Boston  University 

The  importance  of  raising  present  requirements  for  teachers  in 
the  field  of  immigrant  education,  and  of  training  teachers  especi- 
ally for  this  work  has  been  discussed  in  subsection  I  of  Section. 
Ill  of  this  report.  The  inadequacy  of  courses  of  the  present  time 
was  pointed  out.  It  has  also  been  mentioned,  in  various  connec- 
tions, that  practically  no  instruction  is  being  given  anywhere  in 
the  country  to  equip  the  teacher  or  pupil  directly  to  cope  with  the 
radical  problem,  or  even  to  present  it  to  him  from  the  view- 
point of  existing  government. 

The  Committee  is  gratified  to  note,  since  the  filing  of  this  report, 
that  Boston  University  has  introduced  a  comprehensive  course 
which  warrants  careful  consideration  and  study  on  the  part  of  all 
educators  interested  in  teachers  training,  whether  for  immigrants 
or  for  native-born. 

The  course  at  Boston  University  is  not  yet  fully  developed,  and 
there  are  obstacles  (such  as  lack  of  suitable  textbooks)  which  will 
have  to  be  surmounted,  but  we  believe  that  Boston  University  has 
made  noteworthy  progress  in  the  most  important  field  of  education 
to-day. 

We  give  below  the  complete  outline  of  courses,  with  the  com- 
ment of  Dr.  F.  A.  Cleveland  of  the  Department  of  Citizenship, 
November  11,  1920: 

"  You  will  find  enclosed  the  outline  of  two  courses  that  are 
being  given  here,  at  the  University,  on  Citizenship.  Some 
difiiculty  is  being  experienced  in  finding  convenient  literature 
for  the  students  in  pursuit  of  these  two  courses,  but  the  sub- 
ject is  being  covered  at  the  present  time  by  assignments  to 
selected  readings." 

Outline 
Course  IV,  15-16.     Ideals  and  Principles  of  Citizenship 
I.  Ideals  —  Individual,  Race  and  Group. 

1.  Importance  of  Ideals. 

2.  h^nndamcntal   moral   concepts  —  as  motives  to  group 

action. 
a.   Service  vs.  selfish  acquisition. 


Massachusetts  4^-10 

b.  Liberty — physical,  spiritual- — relation  of  free 
will  and  physical  means  to  indivirlual  ability 
and  responsibility. 

0.   Equality- — present  day  meaning  —  moral  basis. 

d.  Brotherhood  —  religious  and  political  bearing. 

e.  Justice  as  group  consciousness  of  right. 

(1)  Class  concepts  of  justice. 

(a)    Imperialism. 

(b)  Militarism. 

(c)  Communism. 

(d)  Capitalism. 

(e)  Socialism. 

(f )  Anarchism. 

(g)  Syndicalism, 
(h)   Wage-Unionism. 

(i)    Industrial  Unionism.      (I.  W.  W.) 
(j)   Agrarianism. 
(k)    Plutocracy. 

(2)  Justice  of  the  masses. 

(a)  Democracy — Socialization      of      the 

Golden  Rule. 

(b)  Nationalism  and  patriotism. 

(c)  Internationalism. 

II.   Political  Principles. 

1.  Distinguished  from  moral  concepts. 

2.  Fundamental  principles  to  constitution-making. 

a.  Voluntary    cooperation  —  application    of    moral 

principles  of  liberty,  equality  and  fraternity. 

b.  Popular   sovereignty  —  need   for    institutionaliz- 

ing the  right  of  self-determination  in  the  inter- 
est of  justice. 

c.  Collective  Bargaining  — -  in  constitution  making. 

d.  Trusteeship  —  application  of  moral  principle  of 

service. 

e.  Responsible   leadership  —  accountability   of   per- 

sons who  are  trusted. 

f .  Publicity  —  as  a  means  of  enforcing  accountabil- 

ity —  trial  on  evidence  in  a  public  fonim. 

g.  Popular  elections  —  means  of  making  conscious- 

ness of  right  effective  —  democratic  electorate. 


4350  United  States  Govekisiment 

III.  Individual  Eights  of  Citizenship  in  a  Democracy. 

1.  Right  to  "  life,  liberty  and  the  pursuit  of  happiness  " 

—  Individual  self-determination. 

2.  Self-defense  and  the  right  to  carry  arms. 

3.  Right  to  protection  from  violence  by  the  government. 

4.  Health  rights. 

a.  Pre-natal  care. 

b.  Child  care. 

c.  Protection  from  disease. 

d.  Remedial  care. 

5.  ^Maintenance  rights. 

a.  Food  (subsistence), 

b.  Clothing. 

c.  Shelter  (housing). 

6.  l^uncational  ri2:hts. 

a.  General     training      (mental     and     physicnT)  — 

juvenile. 

(1)  Elementary   training    (common   schoo;ing). 

(2)  Secondary  school  training. 

(3)  College  training. 

b.  General  training  for  adults. 

c.  Specialized    training    (mental    and    physical)  — 

vocational  training. 

(1)  Manual  arts. 

(2)  Fine  arts. 

(3)  Scientific  (laboratory). 

(4)  Professional. 

d.  Training  for  handicapped. 

(1)  SHibnormal  minds. 

(2)  Physically  handicapped. 

7.  Recreational  rights. 

a.  Of  children   (special). 

b.  Of  adults  (special). 

c.  General  recreational  right. 

8.  Right  of  freedom  of  choice  of  vocation  and  avocation. 
0.   Right  to  work,  to  strive  for  a?  career,  reputation  and 

livelihood. 

10.  Right  of  a  decent  living  (a  living  wage). 

11.  Property  rights. 

12.  Right  to  share  of  public  services. 

13.  Right  of  movement  (migration  and  emigration). 


Massachusetts  4351 

14.  Choice  of  nationality. 

15.  Personal  rights  of  citizens  abroad. 

16.  Property  rights  of  citizens  abroad, 

1 7.  Right  of  political  asylum. 

IV.  Group  Rights  of  Citizens, 
i.   Common  group  rights. 

a.  Right  to   organize    and   conduct    enterprises   for 

common  welfare  objects. 

(1)  Private  agencies. 

(2)  Public  and  eleemosynary. 

(3)  Politically. 

b.  Right  of  members  of  group  to  control  the  manage- 

ment of  joint  undertakings. 
(1)   Popular  sovereignty. 
e.   Right  of  members  to  know  what  servants  of  gronp 
are  doing  (right  of  inquest  and  interpellation). 
d.   Right  of  members  to  give  and  withhold  support 
(control  over  the  purse). 
2.  ]\fajority  rights. 

a.  llight  of  majority  rule. 

b.  Right  of  group  self-determination. 

c.  ]  light  of  popular  appeal  —  of  people  to  dominate 

the  controlling  branch  of  the  government  - —  to 
approve  and  disapprove  of  acts  of  representa- 
tive body. 

d.  Right  to  select  and  control  the  leadship  of  the 

executive  branch. 

e.  Right  to  instruct  and  limit  powers  of  majority 

representative. 

f.  Right  of  "  recall  "  of  representatives  and  execu- 

tives. 

g.  Right  of  revolt. 

8.  ^finority  group  rights  (in  time  of  peace). 

a.  Constitutional  guarantees  (Bill  of  Rights). 

b.  Right  to  question   and  criticise  majority  leader- 

ship and  management. 

(1)  Right  to  organize  for  leadership  in  opposi- 

tion. 

(2)  Right  of  open  forum. 

c.  Right    of    religious    freedom — freedom    of    con- 
science —  free  moral  agent. 


4352  United  States  Government 

d.  Right  of  free  speech  and  free  press. 

e.  Right  of  peaceable  assembly. 

f.  Right  of  petition  and  remonstrance. 

g.  Right  to    minority   representation    (proportional 

representation. ) 

h.  Right  to  control  the  critical  faculties  of  cun-^tiru- 
tional  forums  of  legal  and  political  justice. 

i.  Right  10  instruct  niinnrity  representatives  and  to 
recall. 

j.  Right  to  organize  opposition  to  majority  leader- 
ship. 

k.  Right  of  initiative  and  referendum. 

V.  Right  of  Minority  in  Time  of  War. 

1.  Constitutional  rights  suspended. 

2.  Constitutional  rights  which  are  not  abrogated. 

3.  Guarantees. 

VI  Duties  of  Citizenship. 

1.  Relation  of  rights  and  duties. 

2.  Duty  to  obey  the  law. 

a.  Responsibilit)'  for  knowing  the  law. 

b.  Responsibility  for  construction  of  the  law. 

c.  Duty  to  obtain  advice,  if  in  doubt,  before  taking 

action. 

d.  Responsibility  attached  to  act  and  not  to  thought 

or  discussion. 

e.  Justification  for  disobedience  of  the  law  —  under 

what  conditions  —  individual  responsibility  vs. 
organizing  to  oppose  ministerial  law  enforcing 
officers. 

3.  Duty  to  arbitrate  or  adjudicate  disputes. 

4.  Duty  of  allegiance  and  loyalty. 

5.  Military  service. 

6.  Duty  of  personal  assistance  to  the  government. 

a.  Duty  to  assist  in  preservation  of  order. 

(1)  Private  arrest. 

(2)  Assistance  to  officers  when  requested. 

b.  Duty  to  assist  military. 

c.  Duty  to  assist  in  administration  of  justice. 

(1)  Making  complaints  of  breaches  of  personal 

riirhts. 

(2)  Giving  information  of  breaches  of  criminal 

law. 


Massachusetts  4353 

(3)  Appearance  as  witness. 

(4)  Acceptance  of  service  of  process. 

(5)  Submission  to  arrest  and  imprisonment. 

(6)  Institution     of     proceedings     ex     rel.     the 

people. 

(7)  Service   on   jury   and    arbitration    commis- 

sions. 

(8)  Obedience  to  court  orders. 

d.  Duty  to  assist  in  legislation. 

(1)  The  lobby,  its  justiticition. 

(2)  Appearance    before    legislative    committees 

when  called. 

(3)  Service  on  commissions  and  boards  advisory 

to  the  law  and  ordinance-making  authori- 
ties. 

e.  Duty  to  assist  in  administration  of  public  minis- 

terial services. 

(1)  Duty  of  public  inspection. 

(2)  Duty  of  cooperation  iu  performance  of  min- 

isterial SbCtS. 

(3)  Duty  to  serve  on  administrative  boards  and 

commissions. 

f.  Duty  to  keep   informed   about  what  leaders   are 

doing  and  propose. 
7.  Duty  to  pay  taxes  and  make  contributions  in  form  of 

loans. 
S.  Duty  of  citizen  as  voter. 
VII.   Duties  of  Citizens  acting  in  Groups  and  Classes. 

1.  Duties  of  groups   and  classes  as   distinguished  from 

individual  citizen. 

2.  To  organize  civic  agencies  for  inspirational  leadership 

(outside  the  government). 

3.  To  organize   agencies  to  supplement  the  ministerial 

services  of  the  government. 

a.  Eleemosynary  institutions. 

b.  Quasi-public  business  corporations. 

c.  Law  and  order  societies. 

4.  Political  parties  and  the  organization  of  agencies  to 

control  executive  action  for  patronage  and  spoils. 

5.  Committees  and  agencies  of  protest  and  publicity. 

136 


4S54  United  States  Goveunment 

VlLl.  Eights  and  Duties  of  the  Responsible  state. 

1.  The  government  as  a  corporate  agent  of  the  state. 

2.  Rights  of  government  as  against  the  individual  citizen. 

3.  Duties  of  the  government  with  respect  to  the  individ- 

ual citizen. 
Course  IV ,  17-18.    Problems  of  Citizenship 

I.  Causes  of  Unrest  —  The  need  for  adaptation  of  laws  and 

institutions  to  meet  demand  for  social  justice. 
2-a.       Radicalism. 
2-b.       Conservatism. 

3.  Free  Speech  and  Free  Press. 

4.  Peaceable  Assembly. 

6.  Popular    Control    of   Government. —  (Provisions    in    new 

democratic  institutions  for  Czechoslovakia,  etc.) 

6.  Executive  Autocracy. 

V.  Promised  ''  Return  "  to  our  pre-war  constitutional  system. 

8.  Government  by  "  Standing-Committees." 

9.  Our  Political  Parlies. —  What  do  they  mean. 

10.  The  Representative  Principle  in  Government. 

10-a.     Expulsion  of  the  Socialists  from  Representative  Bodies. 

II.  The     Principle     of     Geographic      Representation. —  The 

Practice  of  '*  gerrymandering  ". 

12.  Proportional  Representation. 

13.  Soviet  Principle  of  Representation. —  Is  there  a  place  for 

it  in  a  democracy? 

14.  Direct  Primaiy  Elections. —  Should  they  be  abandoned? 

15.  Woman  Suffrage. —  The  New  Problem  of. 

16.  The  Representative  Principle  in  Industi-y. 

17.  Democratization  of  Industry. 

18.  Collective  Bargaining. 

19.  Socialism. —  What  are  the  alternatives? 

20.  Conflicts  between  Capital  and  Labor. 

21.  Solutions  for  Strikes  and  Lock-outs. —  Voluntary  and  com- 

pulsory. 

22.  Profit  Sharing. 

23.  Govenimerit  Regulation  of  Enterprise  for  Profit. 

(a)  Regulation  by  licensing. 

(b)  Regulation  by  charter  and  general  law  —  monopo- 
lies and  trusts. 

(c)  Price-fixing. 

(d)  Protective  tariff. 

(e)  Government  aid  anil  bonuses. 


Massac  HiTSETTS  4355 

(f)  Reg;ulation  by  inspection  —  pure  food  —  drugs. 

(g)  Prohibition. 

24.  Public  Ownership  and  Operation  of  Transportation  Enter- 

prise. 

(a)  Railroads. 

(b)  Street  Railways. 

(c)  Canals. 

(d)  Harbor  and   Terminal  Equipment, 
(c)    Merchant  ]\rarine. 

(f)   Express  and  Parcel  Post. 

25.  Public     Ownership     and     Operation     of     Communication 

Service. 

(a)  Telegraph  and  Cable  Service. 

(b)  Telephone. 

(c)  Wireles3. 

26.  Public  Ownership  and  Operation  of  Water,  Gas  and  Elec- 

tric Service. —  (Public  Service.) 

27.  Nationalization  of  Water-Power  Development. 
27-a.     Conservation  of  Natural  Resources. 

28.  Nationalization  of 

(a)  Mines. 

(b)  Industries. 

29.  Nationalization  of  Banking. 

30.  Nationalization  of 

(a)    Insurance. 
•(b)   Pensions. 

31.  War  Risk  Insurance. 

32.  Workingman's  Compensation  Insurance. 
38.       Health  Insurance. 

34.  Maternity  Insurance. 

35.  Old  Age  Insurance. 

36.  Unemployment  Insurance. 

37.  Public  Education  —  Program  of. 

38.  Vocational  Training. 

39.  Rehabilitation  of  Returned  Soldiers. 

40.  Military  Training. 

41.  Public  Health  - —  Program  of. 

42.  Housing. 

43.  Americanization. 

44.  Immigration. 

45.  Expulsion  of  Reds  and  other  undesirables. 


4356  United  States  Goveknment 

46.  Public  and  Private  Emp]oyni(>nt  Agencies, 

47.  American  International  Relations. 
47-a.     The  Mexican  Question. 

47-1).  The  Irish  Question. 

47-c.  The  Russian  Question. 

47-d  Chinese  Question. 

47 -e.  The  Japanese  Question. 

47-f.  The  Armenian  Question. 

48.  War  and  Peace  Negotiations. 

49.  The  League  of  Nations. 

50.  International  Finance. 

51.  Public  Finance. 

(a)  Public  Debt. 

(b)  Public  Expenditure. 

(c)  Taxation. 

(d)  Borrowing  —  loans. 

(e)  Budget  Making. 

(f)  Economy  and  Efficiency. 

52.  Saving. —  Individual   and  Group.     (Thrift.) 

53.  The  Cost  of  High  Living. —  (Extravagance  and  Waste.) 

54.  The  High  Cost  of  Living. 

55.  Race  Hatred  and  Lynching. 

4.  The  Women's  Municipal  League  of  Boston 

Miss  Emma  T.  Knight,  Director  of  ClaKSses  of  the  Women's 
Municipal  League  of  Boston,  during  November,  1920,  submitted 
to  the  Committee  a  brief  report  on  the  work  of  the  organization, 
from  which  we  quote  as  follows: 

Classes  in  English  fob  Foreign-Born  Women 

"  After  a  year's  experience  in  the  teaching  of  English 
among  the  foreign-born  women  of  Boston,  the  Women's 
Municipal  League  is  convinced  that  non-English-spoaking 
people  can  never  take  their  proper  place  in  American  life 
without  the  acquisition  of  the  English  language  as  a  common 
medium  of  expression, 

"An  Armenian  said  to  us  lately :  '  You  Americans  do  not 
enjoy  knowing  us,  for  we  cannot  speak  good  English.  You 
do  not  really  want  to  talk  with  us,  to  visit  us  in  our  homes, 
to  let  us  help  the  government,  because  we  cannot  speak  Eng- 
lish. You  cannot  learn  Armenian,  Polish,  Lithuanian, 
Italian,  so  we  must  all  learn  English.' 


Massachusetts  4357 

"  The  foreign-born  fathers  and  their  children  gain  a 
knowledge  of  English  through  their  work,  and  through  the 
public  day  and  evening  schools.  Many  a  foreign-born  mother, 
however,  unable  to  use  these  avenues,  has  lived  a  life  of 
loneliness  in  America,  sometimes  of  increasing  helplessness, 
seeing  her  influence,  even  her  free  intercourse  with  her 
family,  gradually  weakening.  As  the  Jewish  mother  ex- 
pressed it:  'I  cannot  speak  good  English,  my  children  can- 
not speak  good  Yiddish.' 

"  To  help  meet  the  need  of  this  long-neglected  group,  the 
League  has,  during  the  past  year,  conducted,  under  experi- 
enced and  trained  teachers,  forty  classes  in  English,  among 
many  nationalities,  throughout  the  city.  These  classes  meet 
at  times  and  places  convenient  for  the  women,  and  when  a 
class  increases  its  membership  to  the  number  for  which 
expenditure  of  public  money  is  allowed,  it  passes  over  into 
the  public  school  system,  together  with  its  teacher,  who  has 
the  necessary  qualifications.  For  every  class  thus  trans- 
ferred, the  League  organizes  another  class. 

"  Although  the  public  schools  are  greatly  enlarging  facili- 
ties for  their  day  classes  for  mothers,  a  vital  need  still  exists 
among  a  vast  multitude  of  non-English-speaking  women  as 
yet  unreached. 

"  The  League  also  teaches  small  groups  of  men,  who,  for 
various  reasons,  are  not  provided  for  by  the  public  schools 
or  other  agencies. 

"  This  teaching  must  be  continued  and  to  attain  the 
desired  result,  so  necessary  to  the  future  welfare  of  America, 
will  require  repeated,  untiring  effort  on  the  part  of  all  of 
us." 

5.  Fall  River 

Following  is  a  letter  from  Hector  L.  Belisle,  Superintendent  of 
Public  Schools,  :N'ovember  17,  1920: 

"According  to  the  census  of  1920  the  population  of  Fall 
River  is  120,485.  Approximately  one-half,  or  60,000,  are 
foreign-born.  Approximately  100,000  are  either  foreign- 
born  or  the  children  of  foreign-bom  parents.  The  100,000 
may  be  divided,  according  to  nationality,  as  follows:  40,000 
French-Canadians;  22,000  Portuguese;  24,000  English: 
4,000  Hebrews ;  10,000  Italians,  Syrians.  Aremenians  and 
Poles.  Employment  for  these  people  is  largely  in  the  cotton 
mills. 


4358  United  States  Goveknment 

"  The  city  provides  evening  schools  with  special  classes  for 
adult  men  and  women  in  English  and  for  Citizenship.  In 
addition  instruction  is  also  given  to  women  in  cooking,  sew- 
ing and  home-nursing  classes.  Special  classes  are  conducted 
during  the  day  for  adult  night  workers,  mill  firemen  report- 
ing for  school  at  8  a.  m.,  or  at  1 :30  p.  m. 

"  There  is  similar  work  being  done  by  some  of  the  indus- 
tries, the  chief  effort  in  this  direction  being  made  by  the 
American  Printing  Co.,  Mr.  Nathan  Durfee,  Treasurer.  The 
Fall  River  Immigrant  Society,  M.  B.  Irish,  Secretary,  is  also 
actively  engaged  in  this  field. 

"As  you  invite  an  expression  of  opinion  I  may  say  that  in 
Massachusetts  we  are  facing  the  proposition  that  all  of  this 
work  should  be  done  under  the  publicly  constituted  educa- 
tional authorities.  It  has  not  escaped  our  observation  that 
work  of  this  character  carried  on  by  private  agencies  fre- 
quently fails  to  gain  the  confidence  of  those  whom  it  seeks 
to  interest.  The  appeal  made  by  a  publicly  organized  move- 
ment is  likely  to  meet  with  less  suspicion  and  to  lead  to  the 
logical  conclusion,  that  the  one  aim  in  view  is  the  public  wel- 
fare through  the  advancement  of  the  individuals  in  the  com- 
munity. There  should  be  a  crystallization  of  opinion  in  favor 
of  public  educational  control  of  this  whole  movement,  with 
other  organizations  cooperating  to  stimulate  interest  on  the 
part  of  individuals  and  groups  to  avail  themselves  of  the 
opportunities  offered. 

"  Experienced  teachers  are  needed  with  special  training 
for  this  work ;  persons  preferably  who  may  have  certain 
natural  sympathies  or  recognized  affiliations  with  the  particu- 
lar groups  with  which  they  are  called  on  to  work.  It  must 
not  be  overlooked  that  the  basis  of  all  successful  work  in  this 
line  is  the  confidence  of  the  people  whom  wo  wish  to  interest. 
'!'he  natural  fear  that  they  are  to  be  played  upon  or  preyed 
upon  can  only  be  dissipated  by  bringing  to  thorn  teachers  upon 
whom  they  can  look  as  being  connected  with  them  by  certain 
bonds,  either  racial  or  linguistic,  or  religious.  This  is  not 
a  theory,  but  a  fact  of  which  years  of  observation  have  con- 
vinced me. 

The  sole  purpose  of  the  whole  Americanization  movement 
is  the  welfare  of  the  Nation.  Any  object  or  purpose  less  than 
that,  or  merely  incidental  to  it,  should  not  only  be  avoided  in 


Massac  11  UbKTTS  4359 

fact,  but  the  merest  semblance  of  it  should  be  avoided  in  ap- 
pearance. Frankly  and  fully,  therefore,  the  whole  move- 
ment can  most  clearly  show  itself  on  its  face  to  be  what  it 
claims  to  be,  only  if  it  is  carried  on  through  the  legally  con- 
stituted channels  provided  specially  to  carry  out  the  wishes 
of  the  people." 

6.  Lawrence 

Mr,  Laurence  J.  O'Leary,  Supervisor  of  Evening  Schools,  writes 
the  following  to  the  Committee  under  date  of  ISTovember  15,  1920  : 

''  The  new  census  figures  have  not  yet  reached  us,  so  I  can- 
not give  you  exact  information  regarding  the  number  of  each 
racial  group.  These  people  are  employed,  for  the  most  part, 
in  the  local  textile  mills.  The  School  Committee  has  author- 
ized me,  as  Director  of  Adult  Alien  Education,  to  open  classes 
in  English  and  Citizenship  for  non-English  people  where- 
ever  15  or  more  of  them  will  meet  for  the  study  of  English 
and  Citizenship. 

"  Such  classes  are  now  being  conducted  in  six  school  build- 
ings, in  two  club  rooms,  in  a  Lithuanian  hall,  and  in  two 
branches  of  the  International  Institute,  as  well  as  in  a  club 
room  maintained  by  one  of  the  mills  for  the  employees. 
Eegiilar  day  school  teachers  are  employed  as  teachers  in  these 
classes,  and  no  expense  is  being  spared  to  reach  as  many  non- 
English  speaking  persons  as  possible  through  these  classes. 

''At  present  we  are  trying  to  establish  factory  classes  in 
English  in  some  of  the  local  mills.  One  mill  is  now  working 
on  the  project,  but  the  dullness  in  manufacturing  lines  is 
holding  up  the  scheme. 

"All  local  agencies  which  have  carried  on  Americaniza- 
tion work  among  aliens  —  (Y.  M.  C.  A.,  Y.  W..  C.  A.,  ISTorth 
American  Civic  League,  etc.),  are  cooperating  with  the  De- 
partment of  Evening  Schools  in  organizing  classes  in  English. 
As  soon  as  a  class  is  organized,  it  is  turned  over  to  my  depart- 
ment and  it  becomes  a  regular  evening  school  class. 

"  The  State  of  Massachusetts  reimburses  the  city  one-half 
for  all  money  expended  on  the  education  of  the  adult  alien. 
For  that  reason  Lawrence  is  trying  to  do  its  share  in  spread- 
ing good  American  doctrine  among  its  thousands  of  aliens. 
This  work  should  be  done  by  the  public  school  department,  and 
only  the  best  teachers  —  those  Avho  know  how  to  teach  and 


4360  United  States  Goveenjient 

who  are  in  sympathy  with  the  work  and  with  the  alien  — 
should  be  engaged.  I  assign  to  these  classes  only  the  best 
teachers  I  can  find,  usually  regular  day  school  teachers." 

The  work  of  the  Lawrence  Public  Schools  is  supplemented  by 
the  Lawrence  Community  Council.  It  will  be  noted  that  Mr. 
O'Leary,  Superintendent  of  Public  Evening  Schools,  is  Chair- 
man of  the  Community  Council,  Education  Department,  which 
ensures  coordination  of  effort  between  the  two  agencies.  His 
report  for  the  season  1919-1920  follows:  , 

"  To  get  a  clear  conception  of  this  work  we  should  bear  in 
mind  the  two  outstanding  phases  of  educational  activity 
among  non-English  speaking  people  that  the  public  evening 
schools  are  best  fitted  to  carry  on,  viz.:  (1)  The  teaching  of 
the  fundamentals  of  our  language  to  illiterates,  and  (2)  the 
preparing  for  citizenship  of  those  persons  who  have  acquired 
a  working  knowledge  of  the  English  language  but  who  can- 
not meet  the  legal  requirements  of  the  Jiaturalization  law. 
Therefore,  in  summarizing  the  work  of  the  year,  I  shall  give 
the  most  important  of  these  phases. 

"A.  English  Classes. 

"  The  increases  in  the  number  of  classes  and  in  the  number 
of  pupils  attending  those  classes  can  best  be  shown  by  a  com- 
parison with  the  figures  for  the  year  1918.  In  December, 
1918,  there  were  388  non-English-speaking  persons  over  16 
years  of  age  enrolled  in  the  evening  schools.  Two  hundred 
eighteen  of  them  were  illiterate  minors  between  16  and  21 
years  of  age  who  were  compelled  by  law  to  attend  evening 
school,  leaving  but  170  non-English  adults  in  the  schools 
learning  to  read,  write  and  speak  the  English  language.  In 
December,  1919,  the  illiterate  minors  numbered  210,  and 
the  number  of  adults  in  the  English  classes  increased  to 
412,  making  a  total  attendance  of  622  non-English-speaking 
persons  in  our  evening  schools. 

"  These  622  persons  are  a  very  small  proportion  of  our 
non-English-speaking  population.  Nevertheless  the  fact  that 
the  number  of  alien  adults  in  the  evening  schools  during  the 
past  winter,  the  severest  within  the  memory  of  any  of  us, 
was  miich  larger  than  that  of  the  preceding  years,  shows 
that  the  efforts  expended  produced  fairly  gratifying  results. 


Massachusetts  4361 

It  is  the  adult  alien,  rather  than  the  illiterate  minor  whom 
the  labor  law  reaches,  that  we  wish  to  get  into  our  evening 
schools  and  social  centers  so  that  we  may  not  only  teach  him 
English  but  also  interpret  for  him  American  customs,  prac- 
tices and  ideals. 

"  In  the  Oliver  Evening  School,  instead  of  the  usual  one 
or  two  classes  of  adult  men,  we  had  this  year  four  classes  with 
an  enrollment  of  180.  In  the  month  of  Februarv  there  was 
organized  a  class  in  citizenship  for  women  who  had  taken  out 
their  first  citizenship  papers.  Eighteen  women  attended  this 
class  for  eight  weeks,  receiving  instruction  in  American  His- 
tory and  Grovernment  so  as  to  be  prepared  to  meet  the  court 
requirements  when  the  time  for  receiving  their  final  citizen- 
ship papers  arrives.  At  the  close  of  the  evening  school  term, 
certificates  of  proficiency  were  awarded  to  14  of  these  women. 

"  The  organization  of  English  classes  among  the  French 
])eople  necessitated  the  opening  of  the  Wetherbee  School  in 
South  Lawrence  to  accommodate  the  people  of  that  nation- 
ality residing  in  that  section  of  the  city,  west  of  Broadway. 
From  October  27,  to  April  1,  three  classes  —  two  for  men 
and  one  for  women  —  were  in  operation  in  this  school  with 
an  average  attendance  of  78  each  evening. 

"  Three  classes  for  adults  were  started  in  the  Cross  Street 
Evening  School  at  the  beginning  of  the  evening  school  term 
last  October.  Two  of  the  classes  were  composed  of  men  of 
French  Canadian  birth  who  wanted  to  learn  English.  The 
third  classes  was  a  group  of  Lithuanian  men  and  women. 
These  classes  continued  to  the  close  of  the  evening  school 
term  on  April  1st  with  an  average  attendance  of  81  for  the 
term. 

From  December  8th  to  the  present  time,  a  class  for  women 
has  been  conducted  under  the  supervision  of  the  Evening 
School  Department  in  the  International  Institute.  This 
class  is  composed  of  Lithuanian  women  who,  for  the  most 
part,  are  employed  in  the  mills  during  the  day. 

"  Two  months  ago  through  the  aid  of  the  pastor  we  opened 
two  classes  for  Polish  men  in  the  Polish  Parochial  School 
on  Harvard  Street.  These  classes  are  still  going  on  with  a 
nightly  attendance  of  forty  men. 

"  Those  classes  conducted  at  the  Institute  and  at  the  Polish 
School  are  taught  by  regular  Public  Evening  School  teachers 


4362  United  States  Goveknment 

who  are  paid  bv  the  city.     Books  and  supplies  are  likewise 
furnished  by  the  city. 

"  B.   Classes  in  CitizensJiip. 

"  The  Naturalization  School,  located  in  the  Oliver  School, 
with  branches  in  the  Cross  Street  and  Wetherhee  Schools,  has 
had  a  most  successful  year.  Three  groups  of  men  completed 
the  course  of  study,  the  first  class  concluding  its  work  the  last 
of  December,  the  second,  March  4th  and  the  'third  on  April 
15th.  The  total  registration  in  these  classes  was  209,  and 
161  men  finished  the  course. 

"  The  graduation  exercises  of  the  J^aturalization  School 
were  held  on  Wednesday  evening,  April  21st.  Five  hundred 
thirty-five  men  were  given  their  final  citizenship  papers,  and 
97  of  these  men  were  awarded  special  diplomas  from  the 
United  States  Department  of  Labor,  showing  that  they  had 
completed  the  course  of  s-tudy  and  had  passed  the  required 
examination. 

"  The  total  cost  of  this  Americanization  work  will  not  ex- 
ceed $3,200  for  the  year.  According  to  Chapter  295, 
Acts  of  1919,  the  State  will  reimburse  the  city  fifty  per  cent, 
of  the  total  outlay,  thereby  reducing  the  cost  to  the  city  to 
$1,600. 

"  Statistics  compiled  by  the  Massachusetts  State  Board  of 
Immigration  show  that  in  1918  there  were  28.000  aliens  in 
this  city  unable  to  read,  write,  or  speak  the  English  language, 
and  10,000  of  these  non-English  speaking  persons  were  em- 
ployed in  the  local  industries.  The  public  evening  schools, 
under  the  most  favorable  conditions,  can  reach  onlv  a  very 
small  percentage  of  this  large  number  of  aliens.  Over-time 
work  and  night  work  prevent  many,  who  would  gladly  avail 
themselves  of  the  opportunity  if  circumstances  permitted, 
from  attending  the  evening  classes  in  English. 

"  During  the  past  two  months  attempts  were  made  to 
establish  afternoon  classes  for  mothers.  So  many  foreign 
women  are  employed  in  the  mills  that  it  was  impossible  to  get 
together  enough  pupils  for  even  one  such  class. 

"  It  seems  reasonable  to  expect  that  in  the  immediate 
future  the  employers  in  this  city  will  come  to  the  realization 
that  an  employee  who  is  unable  to  read  and  understand  the 
warning  signs  necessarily  used  in  all  factories,  and  who  can- 


Massachusetts  4363 

not  comprehend  instructions  given  to  him,  is  a  serious  lia- 
bilfty.  To  Americanize  this  great  mass  of  aliens  is  a  problem 
that  requires  the  combined  efforts  and  earnest  cooperation  of 
the  school,  the  factory,  and  of  the  entire  communitv.  Fac- 
tory  classes  will  reach  these  aliens  by  the  hundreds,  whereas 
the  school  alone  reaches  them  by  the  dozen. 

"At  the  ^N^ational  Conference  on  Americanization  in  In- 
dustries held  at  Nantasket  Beach,  Mass.,  June,  1919,  this 
resolution  was  unanimously  voted  by  the  two  hundred  rep- 
resentatives present: 

"  '  Resolved,  That  instruction  in  English  for  non-English- 
speaking  people  should  be  carried  on  in  cooperation  with  the 
public  educational  forces,  provided  these  forces  are  prepared 
and  will  assume  the  responsibility.  We  pledge  our  aid  in 
our  respective  communities  to  bring  about  this  co-operation.' 

"  It  is  hoped  that  the  local  employers  will  see  their  way 
clear  to  take  up  this  very  necessary  work  and  help  solve  the 
problem  which  faces  the  city. 

"It  is  planned  to  carry  on  this  work  next  year  on  a  much 
larger  scale.  The  organization  of  co-operating  groups  of 
fifty  of  the  leading  representative  men  and  women  of  the 
various  nationalities,  who  will  assume  the  responsibility  of 
inducing  more  of  their  people  to  attend  the  English  classes 
and  to  seek  full  citizenship,  will  be  one  of  the  first  steps  taken. 
Facrory  classes  should  be  established  under  the  supervision 
of  the  Public  Evening  School  Department,  and  afternoon 
classes  for  mothers  will  be  opened  if  enough  non-English 
speaking  women  will  signify  their  intention  to  attend. 

'■  In  the  past  it  has  been  difficult  to  secure  enough  teachers 
specially  fitted  for  the  teaching  of  English  to  aliens.  During 
the  months  of  January,  February,  and  March,  a  ten  weeks' 
course  of  studv  was  conducted  in  Lawrence  under  the 
auspices  of  the  State  Board  of  Education  for  those  teachers 
who  wished  to  prepare  for  such  teaching  positions.  Thirty- 
five  teachers  qualified  in  this  course.  Consequently,  no 
matter  how  large  our  problem  becomes  —  and  it  is  certain 
to  become  much  larger  — ■  we  are  assured  of  a  sufficient 
number  of  well-trained  teachers  to  instruct  classes  wherever 
or  whenever  classes  are  organized. 

"  The  results  achieved  during  the  past  year  may  be  con- 
sidered very  gratifying,  but  it  is  expected  that  next  year 
will  show  even  o^reater  and  better  results. 


4364  United  States  Government 

"  Educational   Statistics  —  September,  1918 

"  Industrial  Workers  in  Lawrence 

Male  Female 

Total  number 35,749          20,939  14,810 

Foreign  born    23,034           14,918  8,816 


''Able  to  Speak  English" 

Readily 12,916 

Slightly 6,328 

Not   at   all 3,790 


Austria 

France  

Great  Britain  .... 

All  others 

Germany 

Turkey 

Greece 

Italy 

Norway 

Poland   (Austria) 
Poland   (Germany) 
Poland   (Russia)    . 

Portugal 

Russia 

Finland 

Lithuania 

Sweden  

Switzerland 


Alien 

First  papers 

Nat. 

257 

19 

45 

577 

149 

170 

3,649 

1,000 

3,583 

1,160 

87 

141 

283 

76 

500 

738 

28 

38 

356 

6 

16 

5,264 

262 

274 

1 

11 

589 

48 

52 

24 

15 

14 

665 

42 

53 

366 

6 

28 

830 

38 

73 

17 

5 

7 

1,377 

70 

74 

20 

6 

20 

4 

1 

16,077  1,857  5,100 


"  It  is  safe  to  assume  that  about  800  persons  are  natural- 
ized yearly  in  this  city,  but  this  number  would  be  counter- 
balanced by  the  normal  increase  of  adult  foreigners.  Approxi- 
mately these  figures,  therefore,  may  apply  to  the  situation 
today. 

J.  J.  O'LEARY, 
May  10th,  1920."  Chairman. 


Massachusetts  4365 

7.  New  Bedford 

Local  Americanization  activities  are  outlined  in  the  following 
letter  from  Allen  P.  Keith,  Superintendent  of  Schools,  November 
4,  1920: 

''  Our  total  population  (according  to  official  census)  is 
121,217  although  we  have  placed  our  estimate  as  high  as 
125,000.  Of  this  number  about  62,000  are  of  English-Celtic 
extraction  including  23,497  natives,  9,060  mixed,  and  3,618 
negroes.  The  remaining  59,000  are  of  other  nationalities. 
All  others  under  the  heading  '  English-Celtic '  are  native 
born  English,  Irish,  Scotch,  Welsh  and  Canadian.  Prac- 
tically every  nationality  is  represented  in  'New  Bedford.  In 
one  of  cur  schools  alone  at  which  an  entertainment  was  held, 
children  of  thirteen  different  nationalities  took  part,  reciting 
in  their  native  tongues. 

'^All  of  the  industries  in  New  Bedford  employ  foreign- 
born  help,  including  our  many  cotton  mills,  cut  glass  shops, 
shoe  factory,  twist  drill  shop,  cordage  factory,  copper  com- 
pany, and  biscuit  company. 

"  The  State  of  Massachusetts  is  conducting  a  department 
of  Americanization  through  its  State  Board  of  Education. 
Here  in  New  Bedford  we  have  Americanization  classes,  days, 
evenings,  afternoons  —  whenever  and  wherever  there  is  a 
demand  for  them.  We  have  a  director  and  a  teacher  who 
gives  all  of  her  time  to  this  work  and  as  many  part-time 
teachers  as  are  needed.  We  hope  to  accomplish  a  great  deal 
along  this  line  this  year.  The  local  Y.  M.  C.  A.  and  the 
K.  of  C.  are  also  conducting  classes  along  this  line,  the  former 
working  in  conjunction  with  our  director.  The  industries 
are  co-operating  with  us  by  furnishing  the  school  rooms  and 
arranging  for  the  help  to  attend  these  classes.  Our  evening 
school  enrollment  this  vear  is  o-reater  than  ever  before  in 
spite  of  the  great  depression  in  industrial  conditions  which 
has  caused  many  mills  to  shut  down  for  all  or  part  of  each 
week.  Our  compulsory  classes  are  very  much  larger  as  well 
as  the  classes  for  those  over  twenty-one  years  of  age  for  both 
men  and  women. 

"  Our  teachers  are  mostly  regular  day  school  teachers  who 
have  taken  special  courses  fitting  them  for  this  work,  some 
of  the  courses  being  given  under  the  auspices  of  the  State 
and  others  bv  our  Americanization  teachers." 


NOTE  ON  CHAPTER  XX 

Michigan 


1.  State  Activities 

The  following  amendment  to  the  State  Constitution  was  put 
to  popuhxr  vote  on  ]!^ovember  2d,  and  was  defeated  nearly  two 
to  one: 

Parochial  School  A^^iendment 
Section  16.  All  residents  of  the  State  of  Michigan,  between  the 
ages  of  live  years  and  sixteen  years,  shall  attend  the  public  school 
in  their  respective  districts  until  they  have  graduated  from  the 
eighth  grade ;  Provided,  that  in  districts  where  the  grades  do  not 
reach  the  eighth,  then  all  persons  herein  described  in  such  dis- 
trict shall  complete  the  course  taught  therein. 

Section  17.  The  legislature  shall  enact  all  necessary  legislation 
to  render  Section  16  effective. 

We  quote  from  a  letter  of  T.  E.  Johnson,  State  Superintendent 
of  Public  Instruction,  written  October  llth  (before  the  election)  : 
"  The  proposed  amendment  to  the  Constitution  has  been 
submitted  to  the  peo])lc  by  an  initiative  petition  which  will 
be  voted  upon  at  the  regular  election,  November  2nd.  If 
carried  it  becomes  a  part  of  the  Constitution.  There  is  some 
question  as  to  whether  or  not  it  will  carry  but  if  it  should 
carry  it  will  undoubtedly  be  carried  to  the  courts.  It  was 
taken  to  the  court  before  ordered  on  the  ballot.  Five  out  of 
the  eight  members  of  the  court  holding  that  they  could  take 
no  jurisdiction  before  the  fact. 

'^  I  know  very  little  about  the  reason  for  the  submission 
of  the  amendment  but  so  far  as  I  can  learn  it  is  an  anti- 
Catholic  movement.  This  is  not  a  statement  of  fact  it  is 
merely  a  general  opinion  that  seems  to  prevail.  It  never 
was  submitted  to  the  legislature  but  several  efforts  have  been 
made  to  secure  enough  signatures  before  the  sigiuitures  were 
actuallv  secured  and  submission  arranged  for.  I  have 
opposed  the  ameudiuent  because  of  its  wording.  The  phrase 
underlinerl  interfering  seriously  with  our  public  school 
program." 

2.  Grand  Rapids 

The  Americanization  work  of  the  jmblic  school  board  is  des- 
f'fibed  in  two  letters  from  the  School  Superintendent,  Mr.  W. 
A..  G reason,  from  which  we  quote : 

[4;i(;u] 


Michigan  43G7 

November  2,  1920 

**  The  Americanization  work  in  Grand  Kapids  is  done 
under  the  auspices  of  the  Board  of  Education.  This  Board 
organizes  the  classes,  pays  the  teachers,  etc.  During  the 
year  1920,  there  will  be  about  750  new  citizens  coming  into 
citizenship  through  the  work  of  the  classes  conducted  by  the 
Board  of  Education.  The  judges  of  the  courts  have  com- 
plimented us  very  highly  on  the  success  we  have  made  of 
these  classes.  It  is  found  that  the  candidates  for  citizenship 
are  able  to  pass  their  examinations  with  ease.  They  have  a 
real  knowledge  of  the  subjects. 

''  These  classes  are  conducted  in  the  evening  schools,  City 
Hall,  churches,  club  houses  maintained  by  the  foreigiiers, 
etc.  We  have  succeeded  in  getting  men  to  conduct  these 
classes  who  know  their  subject  and  who  are  able  to  teach 
with  power  and  enthusiasm. 

"  In  addition  to  these  citizenship  classes,  the  Board  of 
Education  conducts  classes  in  English  for  foreigners  to  train 
them  to  speak,  to  read  and  to  write  the  English  language. 
This  is  preliminary  to  tlie  course  to  prepare  candidates  for 
citizenship  to  pass  the  examination  by  the  court.  For  the 
English  classes,  we  want  teachers  who  have  sympathy  and 
teaching  power  and  who  can  get  the  foreigners  interested  in 
learning  the  English  language  and  have  a  definite  method 
and  technique  for  their  procedure.  We  have  been  reasonably 
successful  in  this  work. 

"  For  the  citizenship  classes,  we  have  succeeded  in  getting 
four  or  five  able  men  to  take  these  classes,  men  who  know 
their  subject  and  who  are  able  to  arouse  interest  and 
enthusiasm  in  the  men  who  are  candidates  for  citizenship. 

"  We  are  verv  much  interested  in  this  work  and  we  have 
an  ambition  to  educate  all  the  foreigners  in  Grand  Rapids 
and  to  make  them  citizens  within  the  next  five  years.'' 

U^ovember  13,  1920. 
"  There  are  137,638  people  in  Grand  Rapids,  according 
to  the  1920  census.  No  information  has  been  given  out  as 
yet  as  to  the  actual  number  of  aliens.  Roughly,  twenty-five  per 
cent  of  our  population  are  foreign-born,  and  our  estimate, 
based  on  the  most  casual  information,  would  indicate  an 
alien  population,  of  twelve  to  fifteen  thousand. 


4:368  United  States  Government 

"This  organization  does  Americanization  work.  Active 
work  is  carried  on  by  the  Y.  M.  C.  A.,  under  the  Industrial 
Division,  and  it  is  through  them  that  a  large  part  of  the  fac- 
tory work  is  carried  out.     The  Board  of  Education  furnishes 

t/ 

teachers  for  factories,  recruited  in  the  factory  bv  the  Y.  M. 
C.  A.,  Industrial  Department,  and  in  the  schools,  recruited 
both  by  the  Y.  M.  C.  A.  and  direct  mail  work  by  this  organi- 
zation. Outside  of  this,  the  Americanization  Society  car- 
ries on  continuous  publicity,  relating  to  the  need  of  citizen- 
ship. 

"■  Our  interpretation  of  Americanization  work  is  somewhat 
broader  than  in  other  communities.  We  believe  that  the  so- 
called  Americanization  movement  is  only  the  beginning  of  a 
much  broader  movement,  which  will  have  as  its  objective  the 
development  of  real  citizenship,  not  only  among  foreign-born 
people,  but  among  all  the  people,  living  in  America.  We 
believe  that  it  is  a  safe  statement  to  make  that  when  Amer- 
ican citizens  function  as  American  citizens,  because  they 
are  trained  to  do  so,  the  alien  problem  will  automatically  dis- 
appear. Specifically  when  the  time  comes  that  the  American 
born  or  naturalized  citizen  makes  it  his  business  to  see  that 
the  foreign-born  workman  in  his  organization  becomes  a  citi- 
zen, our  work  wnll  be  finished. 

"  We  are  sending  you  some  of  our  material,  especially  that 
having  to  do  with  the  work  in  the  schools ;  also  some  relating 
to  what  we  call  our  '  Inter-City  Citizenship  Contest.'  If 
you  will  glance  through  some  of  this,  you  will  note  that  the 
underlying  thought  is  the  development  of  citizenship  on  the 
broad  basis  of  the  inclusion  of  all  of  the  people. 

"  As  Mr.  Greeson  has  stated,  we  will  have  750  new  citi- 
zens this  year  and  a  large  part  of  them  come  because  the  chil- 
dren have  gone  home  from  school  with  an  argument  for  citi- 
zenship, or  because  they  have  come  under  the  influence  of  the 
factory  workers,  who  believe  that  their  factory  should  be  one 
hundred  per  cent  American,  and  that  every  man  should  be  a 
voter." 

Grand  Rapids  also  has  an  Americanization  Society  whose  Ex- 
ecutive Secretary,  Frank  L.  Dykema,  has  compiled  and  published 
an  "Americanization  Dictionary"  designed  to  aid  the  alien  to 
become  a  citizen.  Mr.  Dykema  has  also  issued  a  number  of  citi- 
zenship lessons,  which  do  not  merely  encourage  naturalization,  but 
which  urge  citizens  to  fulfill  their  duty  in  the  matter  of  voting. 


NOTE  ON  CHAPTER  XXI 

Minnesota 


1.  University  of  Minnesota 

Letter  from  A,  E.  Jenks,  Director  of  Americanization  Training 
Course,  Minneapolis,  November  5,  1920: 

"  Your  letter  is  at  hand.  We  are,  of  course,  glad  to  know 
you  are  interested  in  the  Americanization  Training  Course 
at  the  University  of  Minnesota.  In  answer  to  your  ques- 
tions I  may  state  I  have  no  knowledge  of  any  other  course  so 
extensive  as  the  one  in  Minnesota,  but  believe  in  the  practi- 
cability of  such  courses  as  well  a-s  in  the  need  for  the  same. 
It  is  not  so  complete  as  our  plans  wish,  but  it  is  limited  today 
by  lack  of  available  resources." 

2.  Duluth 

R.  A.  Kent,  Superintendent  of  Public  Schools,  has  written  the 
Committee  an  interesdng  letter  in  regard  to  his  work  of  Ameri- 
canization in  Duluth,  which  we  print  in  part: 

November  30,  1920. 

"  The  1920  federal  census  shows  the  population  of 
Duluth  to  be  98,908 ;  the  foreign  population  of  this  city  is 
estimated  at  about  15,000;  practically  all  the  following  na- 
tionalities are  represented  here  in  greater  or  less  numbers  — 
Swedes,  Norwegians,  Jews,  Germans,  Danes,  Russians, 
Czecho  Slavs,  Jugo  Slavs,  Austrians,  Greeks,  Koumanians, 
Bulgarians,  Servians,  Finns,  Italians,  Canadians,  French, 
English,  Scotch  and  Irish ;  they  are  employed  by  the  Ameri- 
can Steel  Corporation  and  140  other  factories  and  manufac- 
turing plants  employing  18,000  people  and  producing  628 
different  articles.  85  per  cent  of  all  the  iron  ore  of  the  United 
States  passes  through  the  Duluth  port;  facilities  for  educa- 
tion are  provided  for  by  the  Board  of  Education,  the  Y.  M. 
C.  A.  and  Y.  W.  C.  A. ;  organizations  conducting  Americani- 
zation work  are — Y.  M.  C.  A.,  Y.  W.  C.  A.,  Recreational 
Department  of  the  City,  Duluth  Drama  League,  the  Bethel, 
Home  Demonstration  Bureau,  and  the  Board  of  Education 
in  its  Night  Schools. 

"The  director  of  Night  Schools  and  of  the  Americaniza- 
tion work  in  the  city  is  Mr.  H.  J,  Steel.     He  is  employed 

£4369] 


4370  United   States   Government 

jointly  bv  the  Board  of  Education  and  an  Americanization 
Committee,  which  committee  was  formed  during  the  war 
and  is  still  continued  by  the  civic  council  of  the  city  for  the 
•sole  purpose  of  assisting  in  the  Americanization  work. 

"We  believe  that  our  foreign-born  population  should  be 
given  the  opportunity  of  training  in  the  ISTight  Schools  and 
should  have  community  centers  open  for  them  there,  in  clubs 
and  under  societies  organized  among  them.     We  do  not,  how- 
ever, consider  that  speaking  of  the  English  langTiage  should 
be  the  major  objective  in  Americanization  work,   although 
we  are  of  the  opinion  that  no  one  should  be  permitted  to  re- 
main in  America  over  a  certain  minimum  length  of  time,  or 
save  by  special  permission,  who  fails  to  learn  to  speak,  to 
read  and  to  write  the  English  language.     We  believe  further- 
more that  one  of  the  greatest  difficulties  at  present  in  the  way 
of   thorough    Americanization    is   the   continuous   influx    of 
immigrants  of  an  illiterate  or  near  illiterate  type  whose  com- 
ing tends  very  strongly  to  perpetuate  among  the  peoples  of 
nationality  similar  to  the  immigrant  those  traditions  and  old 
world  practices  which  are  less  desirable  and  which  evidently 
give  way  to  or  else  supplant  the  ideals  which  we  at  present 
think  of  as  distinctly  American.     We  believe  furthermore 
that  individuals  should  not  be  permitted  to  live  in  this  coun- 
try over  a  set  minimum  period  of  time,  save  by  special  per- 
mission, unless  they  meet  the  requirements  of  becoming  an 
American  citizen.     We  are  beginning  to  feel  the  effects  of 
being  overloaded  with  a  type  of  inhabitant  in  certain  com- 
munities who  is  either  passive  toward  the  fundamentals  in- 
volved in  preserving  our  nation  or  aggressively  opposed  to 
them.     The  attempt   to   Americanize  cannot  liquidate  this 
difficulty  as  long  as  the  numbers  to  be  Americanized  so  far 
outstrip  the  agencies  at  their  disposal  to  perform  the  task. 

"  We  are  inclined  to  be  of  the  opinion  that  the  agencies 
which  should  look  after  this  work  and  assume  responsibility 
■  for  it  should  be  public  agencies  and  not  private  organizations, 
and  that  under  present  scheme  of  government,  the  public 
schools  constitute  the  most  logical  and  feasible  agent  for 
directing  and  assuming  chief  responsibility  in  this  task. 
Assisting  in  the  work  there  likely  will  be  the  Y.  M.  C.  A.  and 
Y.  W.  C.  A.,  the  K.  of  C.  and  various  other  clubs,  associa- 
aons,  churches  and  what  not. 


Nebkaska  4371 

"We  are  not  quite  as  clear  in  our  minds  concerning  the 
requirements  for  teachers  for  this  work  as  we  are  about  cer- 
tain other  phases  of  the  problems.  Experience  we  hope  will 
clarify  our  judgment  in  this  particular  respect  At  present 
it  seems  desirable  that  these  teachers  should  have  matu- 
rity, that  they  should  have  a  personality  representing  at  least 
the  highest  one-third  of  personality  to  every  one  hundred 
individuals,  that  they  should  have  an  intelligent  as  well  as 
a  sympathetic  interest  in  the  whole  problem  involved  in 
Americanization  by  reason  of  immigration  and  with  that 
should  find  it  passably  easy  to  adapt  themselves  to  the  differ- 
ent groups  and  the  individual  variabilities  represented  in 
these  several  groups.  We  are  not  certain  as  to  the  minimum 
formal  educational  training  which  they  should  have,  but  we 
are  of  the  opinion  that  an  individual  possessing  the  qualifi- 
cations above  stated  who  has  had  a  ]Srormal  School  training, 
and  with  an  added  two  years  of  college,  will  possibly  make 
the  best  instructor." 


NOTE  ON  CHAPTER  XXIV 

Montana 

Quotation  from  letter  from  State  Department  of  Public  In- 
struction, Helena,  September  11,  1920: 

"  There  is  a  plan,  however,  to  harmonize  the  provisions 
of  the  school  law  so  as  to  make  it  clear  that  all  children  under 
sixteen  must  attend  school  in  second  and  third  class  districts 
unless  they  have  completed  the  eighth  grade  and  all  children 
in  first  class  districts  must  attend  school  unless  they  havp 
completed  high  school  or  are  attending  a  part-time  school."' 


NOTE  ON  CHAPTER  XXV 

Nebraska 


1.  Omaha 


J.  H.  Beveridge,  Superintendent  of  Instruction,  under  date  of 
November  19,  1920,  describes  the  local  situation  as  follows: 

"  The  largest  part  of  the  Americanization  work  being  done 
in  this  city  is  being  done  by  the  public  schools.  We  have  at 
the  present  time  the  following  Americanization  Schools: 


4372  United  States  Government 

Comenius    200 

Kellom    190 

South  High  Elementary 131 

Train    48 

West   Side 72 

Farnam    21 

"In  addition  to  this,  in  our  evening  high  schools  work  h 
being  done  on  Americanization,  also  in  our  Continuation 
Schools  which  have  recently  been  organized.  The  Y.  M.  C.  A. 
is  doing  excellent  work  in  this  department  in  connection  with 
the  industries. 

"  I  believe  that  the  public  schools  should  be  made  the  cen- 
ter of  such  activities ;  that  we  should  have  home  and  visiting 
teachers  for  this  work  as  well  as  those  who  instruct  in  the 
the  evening.  We  find  our  regular  teachers  render  best  ser- 
vice in  this  department.  It  is  a  question  however  if  they 
should  be  required  to  do  day  and  evening  work.  It  would 
be  better,  if  we  had  the  funds,  if  we  could  give  people  in- 
struction in  the  homes  and  have  the  teachers  instructing  and 
visiting  through  the  day.'' 


NOTE  ON  CHAPTER  XXVII 

New  Hampshire 

The  following  letter  from  Maro  S.  Brooks,  Deputy  Commis- 
sioner of  Education,  Concord,  September  3,  1920,  is  self-explana- 
tory : 

"  I^o  changes  have  been  made  in  our  laws  since  the  last 
session  of  the  Legislature  which  ended  in  March  1919. 

"  No  new  plans  for  the  Americanization  of  aliens  have 
been  formed.  We  are  trying  to  carry  out  a  very  simple 
state  progi'am  of  evening  school  and  community  work.  Under 
our  existing  law  the  Superintendent  of  Schools  in  each  com- 
munity is  by  virtue  of  his  office  the  director  of  Americaniza- 
tion. This  work  may  be  delegated  to  an  assistant  but  the 
superintendent  is  held  responsible  by  the  state  board.  It 
is  as  much  his  duty  to  carry  on  this  work  as  to  look  after  the 
elementary  schools. 

"  When  our  law  waa  passed  compelling  minors  between 
sixteen  and  twenty-one  years  of  age  .vho  did  not  speak  or 


New  Jersey  4373 

read  English  to  attend  evening  or  special  day  school,  many 
misgivings  were  expressed  as  to  the  feasibility  of  this  regula- 
tion. You  may  be  interested  to  know  that  the  law  was  put 
into  effect  very  quietly  and  comparatively  few  minors  refused 
to  attend  school.  A  few  did  refuse  but  later  saw  the  folly 
of  their  course  and  the  justice  of  the  requirement  and  entered 
the  English  classes.  The  most  satisfactory  feature  about 
this  law  is  the  placing  of  the  responsibility  upon  the  em- 
ployer. Our  inspectors  of  child  labor  act  as  inspectors  in 
the  checking  up  of  the  number  of  non-English  speaking 
minors. 

''  The  work  of  the  commissioner  and  the  four  deputies  falls 
into  four  Divisions:  Statistics  which  include  all  matters 
relating  to  all  office  routine;  Elementary  Schools,  including 
the  work  with  superintendents  and  district  finances;  Second- 
ary Schools;  and  School  Extension.  The  latter  was  at  first 
called  the  "  Division  of  Americanization  '  but  as  it  includes 
not  only  the  evening  school  and  community  work  but  also 
the  approval  and  inspection  of  private  schools,  including 
parochial  schools,  and  part-time  schools  and  evening  voca- 
tional schools,  I  asked  as  the  Deputy  in  charge  of  this 
Division  to  have  it  rechristened  '  Division  of  School  Exten- 
sion.' I  do  not  know  that  this  explanation  of  our  organiza- 
tion is  of  any  interest  to  you  but  I  thought  you  might  like 
to  know  how  our  work  was  laid  out. 

"  The  part-time  and  evening  vocational  school  work  is 
entirely  new.  We  are  operating  under  the  Smith-Hughes 
Law.  As  yet,  none  of  these  schools  has  been  organized  but 
we  hope  to  secure  sufficient  co-operation  on  the  part  of  some 
of  our  industrial  plants  to  establish  enough  of  this  work  to 
show  its  value.  It  is  quite  probable  that  a  bill  with  com- 
pulsory features  providing  for  this  work  will  be  submitted 
to  the  next  session  of  the  Legislature." 


NOTE  ON  CHAPTER  XXVIII 

New  Jersey 


1.  State  Activities 

Following  is  a  letter  from  John  Enright,  Assistant  Commis- 
sioner of  Education,  dated  Trenton,  Steptember  3,  1920: 

"  The  most  recent  legislation  pertaining  to  education  of 
minors   is   the    Continuation    School    Law    of    1919,    which 


4374  United  States  Government 

became  effective  July  1,  1920,  and  which  provides  for  the 
attendance  of  every  child  between  the  ages  of  14  and  16  to 
whom  has  been  granted  an  Age  and  Schooling  Certificate 
and  who  is  regularly  employed  at  a  Continuation  School  in 
the  district  in  which  he  or  she  is  employed  for  at  least  6 
hours  a  week  for  a  period  of  36  weeks  and  20  hours  a  week 
if  temporarily  unemployed.  This  law  also  provides  that 
every  school  district  in  which  there  are  employed  20  or  more 
such  children  to  whom  have  been  granted  Age  and  Schooling 
Certificates  must  establish  a  Continuation  School. 

"  Chapter  197  of  the  Laws  of  1920,  provides  for  the  estab- 
lishment by  the  board  of  education  of  any  school  district 
of  classes  for  the  instruction  of  foreign-bom  residents  over 
fourteen  in  the  English  language  and  in  the  form  of  govern- 
ment and  laws  of  this  State  and  of  the  United  States,  such 
classes  to  be  held  in  either  the  day  or  evening,  and  to  be 
supported  by  apportionment  by  the  County  Superintendent 
of  $100  for  each  teacher  employed,  provided  there  shall  not 
be  less  than  one  hundred  hours  a  year  devoted  to  such  instruc- 
tion and  not  less  than  three  sessions  a  week.  The  course  of 
study  of  such  classes  must  be  approved  by  the  State  Board 
of  Education." 

The  following  law  is  included  in  the  State  Education  Bulletin, 
Volume  VI,  Xo.  9,  1920: 

Chapter  197 

A  SUPPLEMENT  TO  AN  ACT  ENTITLED  "aN  ACT  TO  ESTABLISH  A 
THOROUGH  AND  EFFICIENT  SYSTEM  OF  FREE  PUBLIC  SCHOOLS, 
AND  TO  PROVIDE  FOR  THE  MAINTENANCE,  SUPPORT  AND  MANAGE- 
MENT THEREOF,''  APPROVED  OCTOBER  NINETEENTH^  ONE  THOU- 
SAND   NINE    HUNDRED   AND    THREE. 

Section  1.  The  board  of  education  of  any  school  district  may 
.'Stablish  and  maintain  a  class  or  classes  for  the  instruction  of 
foreign-bom  residents  of  said  district,  over  fourteen  years  of  age. 
in  the  English  language  and  in  the  form  of  government  and  the 
laws  of  this  State  and  of  the  United  States.  The  Commission 
of  Education  shall  prescribe  rules,  with  the  approval  of  the  State 
Board  of  Education,  for  the  granting  of  certificates  to  teachers 
to  teach  foreign -born  classes,  and  for  the  proper  inspection  of 
said  classes.  The  course  of  study  to  be  pursued  by  the  pupils  in 
each  of  said  class  or  classes,  and   any  changes  therein,  shall  be 


New  Jersey  4375 

submitted   to   and   shall   be   approved   by   the   Commissioner    of 
Education. 

§  2.  The  county  superintendent  of  public  schools  shall,  on  the 
first  day  of  April,  in  each  year,  apportion  to  the  several  school 
districts  of  said  county  the  State  school  money  and  the  interest 
of  the  surplus  revenue,  for  the  payment  of  teachers  employed,  as 
provided  in  the  first  section  of  this  act,  in  the  following  manner: 
The  sum  of  one  hundred  dollars  for  each  teacher  employed  in 
such  class  or  classes,  for  the  full  time  such  class  or  classes  shall 
have  been  maintained;  provided,  that  such  class  or  classes  shall 
be  maintained  for  not  less  than  one  hundred  hours  in  each  year, 
in  sessions  of  at  least  from  one  to  two  hours  each,  as  the  said 
district  school  board  shall  determine ;  likewise  maintain  at  least 
three  sessions  each  week,  to  be  held  in  the  evening,  or  at  such 
hours  throughout  the  day  as  prescribed  by  said  district  school 
board,  so  as  not  to  interfere  with  the  regular  day  sessions  of  the 
school.  For  the  purpose  of  the  apportionment  of  school  moneys 
on  attendance  at  a  class  or  classes  for  foreign-bora  residents,  as 
provided  in  this  act,  two  hours'  attendance  shall  be  counted  as 
one-half  day's  attendance. 

§  3.  This  act  shall  take  effect  Julv  first,  one  thousand  nine 
hundred  and  twenty. 

2.  Newark 

The  Committee  commends  the  efforts  in  Americanization  of  the 
Public  Schools  of  Xewark,  where  the  large  percentage  of  foreign- 
born  presents  a  sizable  problem.  The  following  letter  and  report 
were  submitted  by  the  Superintendent  of  Schools,  David  B.  Cor- 
son, November  8,  1920: 

"  The  total  population  of  the  city  of  Newark  as  given 
m  the  last  census  is  415,609.  We  have  no  figures  available 
showing  how  many  people  of  foreign  birth  live  in  the  city, 
probably  that  will  be  obtainable  at  a  little  later  date.  I 
might  say  that  we  have  a  very  large  Italian  population,  prob- 
ably one  of  the  largest  in  the  world.  Two  or  three  gi'oups 
in  different  parts  of  the  city  are  German  born  or  the  de- 
scendents  of  German  bora,  and  there  are  large  numbers  of 
Lithuanians,  Poles,  an-d  Czecho-Slovaks.  Ours  is  a  cosmo- 
politan city.  I  regret  not  to  be  able  to  answer  in  detail  the 
several  questions  which  you  ask. 


4376  United  States  Government 

"  The  following  named  organizations  in  our  city  are  con- 
ducting Americanization  work:  the  Young  Women's 
Christian  Association,  the  Young  Men's  Christian  Associa- 
tion, the  Contemporary  Club  - —  an  organization  of  approxi- 
mately two-thousand  women,  and  the  Rotary  Club. 

"'  I  am  enclosing  some  excerpts  from  my  forthcoming 
annual  report,  which  may  be  helpful  to  you  in  your  study. 

"  I  do  not  believe  that  teachers  need  special  training  for 
the  work  of  Americanization.  A  teacher  of  usual  training 
would  be  most  useful,  provided  she  had  the  personal  qualifica- 
tion?, the  interest  and  the  sympathy  necessary  to  win  the 
respect  and  confidence  of  the  foreign-born.  Given  the 
teacher's  training,  she  needs  in  addition  a  personal  equip- 
ment which  is  rare.  We  have  employed  several  of  our  suc- 
cessful teachers  in  neighborhood  classes  in  the  congested 
foreign  sections  of  the  city.  The  people  in  these  classes 
were  and  are  unwilling  to  go  to  the  schools,  day  or  night. 
They  are  timid  and  sensitive.  We  have  tried  to  reach  them 
in  the  neighborhood  classes.  Some  of  these  classes  have, 
after  months  of  work,  been  persuaded  to  meet  in  class  rooms 
in  the  school  buildings.  Others  prefer  the  room  —  either 
store  or  home  of  one  of  their  neighbors." 

Americanization 

Excerpts  from  the  forthcoming  report  of  David  B.  Corson,  Super- 
intendent of  Schools  J  JSewark,  N.  J. 

The  field  for  Americanization  may  be  divided  into  two  parts, 
one  for  children  and  one  for  adults.  That  for  children  is  being 
ploughed,  harrowed,  and  seeded  in  a  very  thorough  and  a  very 
satisfactory  manner.  In  fact,  the  harvest  is  abundant.  That  for 
adults  is  rocky  and  yields  little  after  much  effort  has  been  spent  in 
attempts  at  cultivation. 

The  schools  of  Kewark  have  on  their  rolls  the  names  of  thou- 
sands of  children  born  in  other  lands  or  whose  parents  were  born 
in  other  lands.  One  school  has  an  enrollment  of  several  thousand 
composed  entirely  of  such  children  while  all  the  schools  in  the 
neighborhood  are  largely  of  the  same  nationality.  Only  a  few  of 
the  schools  of  the  city  have  an  enrollment  composed  largely  of 
children  born  of  several  generations  of  native-born  Americans. 
Even  in  these  schools  may  be  found  some  whose  families  are  not 


New  Jersey  4377 

yet  fully  Americanized.  But  lovers  of  America  need  have  no 
fear  for  the  future  of  these  children.  They  study  American  his- 
tory and  the  biographies  of  American  heroes  with  zeal,  thereby 
acquiring  the  American  viewpoint,  American  loyalty,  and  pride 
in  Am(>rican  achievement.  Community  Civics  centres  their  atten- 
tion upon  proper  conditions  of  living  in  the  city.  The  work  in 
domestic  science  and  domestic  art  is  influential  in  the  homes  to  an 
appreciable  degi-ee.  One  school  has  influenced  the  dress  of  the 
children  considerably.  Another,  by  means  of  a  large  doll,  called 
"  Genevieve,"  taught  a  whole  neighborhood  valuable  lessons  in 
personal  hygiene.  Genevieve  was  as  large  as  a  two-year  old.  She 
was  dressed  each  morning  in  clean  garments  in  the  classroom  and 
put  to  bed  for  the  day.  This  gave  the  teacher  an  excellent  oppor- 
tunity for  object  lessons  in  the  care  of  beds,  in  cleanliness  of  the 
person,  and  in  the  proper  garments  to  wear  and  the  care  that 
should  be  given  them.  Some  child  was  allowed  to  take  Genevieve 
home  for  the  night.  She  was  returned  the  next  day,  and  the 
lessons  were  repeated.  Genevieve's  laundry  bill  was  paid  from  a 
fund  donated  for  the  purpose.  The  results  of  this  experiment 
were  so  satisfactory  that  it  made  clear  the  principle  that  American- 
ization must  include  not  only  the  acquistion  of  American  ideals  but 
the  formation  of  American  habits. 

At  another  elementary  school  there  has  been  work  in  American- 
ization of  great  value.  The  principal  of  this  school  believes  that 
most  good  can  be  accomplished  in  school  government,  not  by  any 
scheme  of  self-government,  but  through  clubs  actuated  by  a  cooper- 
ative spirit,  thereby  exemplifying  a  cardinal,  democratic  principle. 
Many  clubs  have  been  organized  in  this  school.  The  teaching 
staff  has  given  volunteer  service  after  school  hours  in  the  way  of 
guidance  through  conferences.  Each  club  has  a  faculty  adviser, 
but  the  pupils  themselves  have  charge  of  the  government  and 
management  of  the  clubs.  The  purpose  is  to  develop  through 
practice  a  sense  of  responsibility  for  school  and  community  wel- 
fare. These  clubs,  among  other  responsibilities,  have  that  of  fur- 
nishing progi-ams  for  the  school  assemblies, —  the  Orchestra  Club 
furnishes  music,  the  Debating  Club  debates  questions  of  general 
interest  to  the  student  body,  such  as,  "  Shall  examinations  be 
retained  ?  "  "  Is  the  all-year  school  desirable  ?  "  These  debates 
develop  skill  in  expression,  in  marshaling  thought,  in  ease  and 
poise  of  manner  in  public  speaking,  and  they  influence  powerfully 
the  public  opinion  of  the  school. 


4378  Ukitjed  States  Goveknment 

Among  the  other  clubs  may  be  found  the  Glee  Club,  the  Dra- 
matic Club,  Girls'  Handwork  Club,  Folk  Dancing  Club  and  the 
Boys'  Physical  Development  Club.  The  playgrounds  in  this  sec- 
tion of  the  city  also  have  a  number  of  clubs  and  there  are  many 
private  clubs  among  the  young  people.  It  is  a  very  congested 
section  and  the  club  is  a  necessity  because  of  living  conditions. 
Many  of  the  graduates  of  the  school  are  members  of  the  "neigh- 
borhood "  clubs.  They  keep  in  touch  with  the  schools ;  in  fact, 
some  of  the  clubs  hold  their  meetings  in  the  school  building.  They 
have  shown  their  interest  by  offering  medals  for  their  younger 
brothers  and  sisters,  still  pupils  in  the  school,  to  compete  for  in 
various  contests. 

The  foregoing  illustrates  the  methods  of  instruction  for 
Americanization  in  use  in  the  schools  and  may  be  summarized 
under  the  following  heads :  .Heading,  study,  discussion,  illustra- 
tion, participation  in  welfare  organizations,  assumption  and  dis- 
charge of  responsibility  for  the  general  good.  They  make  clear 
that  Americanization  is  and  must  be  more  than  merely  learning 
the  English  language;  more  than  passing  resolutions  emphasizing 
the  need  of  good  citizenship;  more  than  a  mere  knowledge  of 
American  institutions  and  ideals.  To  teach  the  subjects  of  study 
well  will  not  alone  produce  good  citizens.  The  pupils  must  serve 
for  the  common  good  or  act  as  good  citizens  do.  The  war  activities 
demonstrated  the  tremendous  latent  talent  and  ability  of  the  chil- 
dren and  made  evident  the  advisability  of  permitting  these  talents 
and  abilities  to  have  full  opportunity  for  exercise. 

The  methods  of  discipline  as  well  as  the  methods  of  instruction 
contribute  much  to  the  desired  results.  They  develop  a  spirit  of 
self-respect,  self-reliance,  self-restraint,  and  of  tolerance  and  good- 
will towards  others.  The  stimulation  of  the  school  is  effective  in 
creating  standards  of  American  life,  conduct,  and  character.  The 
children  respond  as  the  needle  to  the  pole.  There  need  be  no  con- 
cern felt  for  the  result  of  the  school  influence  upon  the  children, 
and  in  fact,  ultimately  upon  the  parents  themselves,  though  neces- 
sarily to  a  limited  extent. 

The  Americanization  work  for  adults  is  not  so  encouraging. 
That  done  in  the  evening  schools  is  most  worthwhile,  but  it  is 
confined  to  those  who  seek  it.  A  most  earnest  effort  has  been  made 
to  affect  the  great  mass  which  needs  it  so  greatly  and  which  consti- 
tutes the  menace  to  the  best  interests  of  our  democratic  life.  One 
of  the  chief  difficulties  is  the  timidity  and  tlip  sensitiveness  of  the 


'Nf.w  Jersey  4379 

foreipi-born  who  have  hern  innrle  to  feel  that  Americans  fon- 
sider  them  inferior.  The  opprobrious  names  applied  to  them 
sting.  The  older  ones  feel  thev  are  not  so  well  dressed  as  natives, 
and  thev  shrink  from  contact  or  association  with  them.  We  have 
sent  teachers  to  the  foreign-horn  adnlts  in  their  own  neighborhoods 
instead  of  requesting  them  to  come  to  the  school.  We  have 
sent  teachers  into  the  factories  where  they  work.  Neither  plan 
has  met  with  success.  The  results  hardly  justify  the  expense,  nor 
do  they  show  that  the  plan  is  the  right  one  to  follow. 

Mr.  A.  V.  Taylor,  Supervisor  of  Evening  Schools,  in  a  report  to 
the  Superintendent  on  the  subject,  said : 

"Americanization  work  in  the  evening  schools  included 
conferences  with  a  number  of  men  of  influence  in  the  foreign 
settlements  of  the  city,  with  the  Director  of  the  War  Camp 
Community  Service  who  had  shown  a  practical  interest  in 
this  branch  of  evening  school  instruction,  and  with  the  com- 
mittee of  the  largest  women's  club  of  the  city  which  special- 
izes in  the  Americanization  of  foreign-born  women. 

"  The  newly  organized  Division  of  Citizenship,  of  the 
Bureau  of  !N"aturalization.  has  displayed  an  enthusiasm  that 
is  inspiring.  Through  its  agency  useful  circulars  on  citizen- 
ship procedure  were  distributed  among  the  teachers  and  leaf- 
lets containing  simple  lessons  on  occupational  topics  were 
made  available  for  use  in  the  classrooms.  It  also  ])laced 
at  our  disposal  a  supply  of  certificates  to  be  awarded  to  the 
pupils  who  met  the  set  requirements.  These  certificates  are 
of  two  grades :  the  Proficiency  Certificates  are  given  to  those 
pupils  who  have  first  papers  and  who  show  a  commendable 
interest  and  progress  in  their  classroom  work  as  well  as  a 
satisfactory  attendance;  the  Graduate  Certificates  are  for 
pupils  who  are  citizens  or  who  shall  have  become  naturalized 
while  attending  evening  classes.  About  175  of  the  former 
.  were  awarded  at  the  close  of  the  term,  and  55  of  the  latter 
were  awarded  late  in  June  with  appropriate  ceremony. 
That  the  giving  of  the  certificates  is  appreciated  is  indicated 
by  the  keen  interest  which  the  pupils  show  in  them. 

"Statistics  show  that  there  were  956  men  and  297  women 
enrolled.  iNTearly  80  per  cent,  were  under  thirty  years  of  age ; 
only  52  were  over  forty  years  of  age.  Twenty-six  different 
races  were  represented  by  the  pupils,  Italians  preponderating 


4380  TIisriTED  States  Goveexment 

with  580,  Russians  being  next  with  201.  There  was  a 
marked  falling  off  in  the  number  of  Lithuanians  and  Greeks. 
''  Team  work  is  needed.  It  is  especially  important  that 
the  services  of  men  and  women  of  foreign  birth  be  enlisted ; 
what  may  be  accomplished  by  such  cooperation  is  seen  in  the 
results  attained  by  the  Americanization  committee  of  the 
Contemporary  Club  by  adding  foreign-born  women  to  their 
membership.  Efforts  should  be  made  to  show  our  alien 
people  what  America  stands  for.  It  is  of  little  use  to  try 
to  give  such  a  message  in  English.  It  is  the  man  who  does 
not  understand  our  language  who  most  needs  the  information 
and  the  inspiration.  There  are  men  in  Newark  with  the 
ability  and  the  will  to  aid  in  this  way  among  .the  different 
race  elements  of  our  people." 

It  appears  that  Americanization  of  adults  is  so  important  and 
so  necessai-y  to  the  public  weal  that  it  should  be  considered  a 
problem  in  education  for  which  public  funds  may  be  expended 
to  show  American  standards  in  a  very  concrete  way ;  that  is,  the 
laboratory  and  not  the  lecture  method  should  be  used.  If  it  may 
legally  be  done,  the  first  act  of  the  educational  authorities  should 
be  to  exemplify  American  standards  of  living.  Flats  or  houses 
should  be  rented  in  localities  where  the  foreign-bom  live.  They 
should  be  furnished  and  managed  according  to  the  wage  scale  of 
the  people  of  the  neighborhood.  They  should  be  models  of  clean- 
liness and  good  taste,  for  good  taste  may  be  shown  in  poverty  as 
well  as  in  afiluence.  The  teachers  in  these  "American  Houses  " 
should  be  persons  able  to  secure  the  good-will  and  confidence  of 
the  foreigTi-born,  able  to  instruct  them  in  all  ways  in  which  they 
need  leadership.     In  this  way  some  progress  may  be  made. 

The  cooperation  of  the  Street  Department  of  the  city  govern- 
ment might  be  secured  to  the  end  that  the  congested  neighborhoods 
might  be  kept  clean  and  free  from  litter  and  filth.  Perhaps  the 
night  collection  of  garbage,  rubbish,  and  ashes  might  be  intro- 
duced so  the  surroundings  would  be  more  wholesome  and  lead 
to  greater  self-respect.  The  conditions  of  living  might  even  be 
made  attractive  with  the  cooperation  of  all  the  forces  that  touch 
the  life  of  the  foreign-born.  The  example  of  cooperation  cited 
is  but  a  type.  Similar  assistance  should  be  obtained  from  the 
Department  of  Public  Health  and  from  all  Social  Welfare 
organizations.  The  directing  agency  would  be  the  Department 
of  Americanization  of  the  School  system  on  a  par  with  the  Depart- 


New  Jersey  4381 

merit  of  Physical  Education  or  of  Vocational  Education.  If  thia 
wer(>  the  plan,  the  teaching  of  English  and  other  phases  of  instruc- 
tion including  American  propaganda  would  be  easy  and  would  be 
reasonably  successful.  Such  a  plan  has  been  inaugurated  and 
assigned  to  Mr.  James  E.  Dougan,  Assistant  Superintendent  for 
development.  Witliout  such  advantage  and  organization  as  this, 
all  Americanization  work  for  adults  must  continue  to  be  largely 
theory  and  unrealizable  dreams. 

3.  Paterson 

John  R.  Wilson,  City  Superintendent  of  Schools,  wrote  the 
Committee  on  i^ovember  13,  1920,  describing  Americanization 
activities  in  Paterson.  This  city  is  the  center  of  some  of  the 
most  dangerous  revolutionaries  and  anarchists  in  the  country, 
and  it  would  seem  that  the  public  schools  might  well  direct  special 
effort  to  spreading  Americanism  even  more  intensively  than  at 
present.     Mr.  Wilson's  letter  follows: 

"  The  population  of  Paterson  according  to  the  last  census 
is  136.000.  I  have  not  at  hand  the  statistics  on  the  people 
of  foreign  birth,  but  we  do  have  large  numbers  of  .Russian 
and  Polish  Jews,  Belgians,  Hollanders  and  Italians  and 
quite  a  number  of  Greeks.  Many  other  nationalities  are 
represented  in  the  population  of  the  city. 

"  We  are  conducting  in  the  evening  schools  25  classes  for 
New  Americans.  The  enrollment  in  these  classes  at  the 
present  time  is  525  with  an  average  attendance  per  night 
of  450.  These  classes  are  in  session  on  Monday,  Tuesday, 
Wednesday  and  Thursday  nights  from  7:15  to  9:15,  and  we 
are  trying  to  teach  these  people  to  read,  write  and  speak  our 
language,  and  give  them  instruction  in  American  History, 
Civics  and  matters  of  health  and  cleanliness,  and  to  encourage 
and  assist  them  in  preparation  for  naturalization. 

"  The  International  Institute,  which  is  a  department  of 
the  Young  Women's  Christian  Association,  also  does  some 
Americanization  work  about  which  you  can  secure  accurate 
information  by  addressing  Miss  Dema  M.  Chayer  at  the 
Y.  W.  C.  A.  in  this  city. 

"  The  Home  Bureau,  which  is  a  department  of  the  State 
Agricultural  College,  does  some  work  in  home  economics 
with  people  of  foreign  birth.  Mrs.  Cecilia  Brogan  is  in 
charge  of  this  work  in  this  city.  She  may  be  addressed  at 
the  office  of  the  local  Chamber  of  Commerce. 


4nS3  United  States  Government 


li 


Mr.  John.  J.  Fitzgerald,  Secretary  of  the  Paterson 
Chamber  of  Commerce,  can  give  you  information  on  the 
Americanization  work  in  industries  in  this  citv,  and  he  can 
probably  give  you  the  information  about  the  different 
nationalities  represented  in  the  population  of  the  city." 


NOTE  ON  CHAPTER  XXXI 
North  Dakota 

Letter  from  Miss  Minnie  J.  Nielsen,  State  Superintendent  of 
Public  Instruction,  September  7,  1920 : 

"  Considerable  Avork  has  been  done  in  this  state  through 
night  schools,  with  the  Americanization  of  aliens  as  the 
object.  These  schools  are  becoming  more  popular  every 
year  and  we  expect  to  have  a  large  number  of  them  in  session 
this  coming  winter." 


NOTE  ON  CHAPTER  XXXH 
Ohio 


1.  Dayton 

The  situation  in  Davton  is  described  bv  Frank  W.  Miller, 
Superintendent  of  Instruction  in  a  letter  dated  November  2, 
1920: 

"  The  new  census  figures  for  Dayton  show  a  population 
of  a  little  more  than  153,000.  1  am  not  in  a  position  to 
inform  you  as  to  the  number  of  foreign-born  citizens  there  are 
in  the  city,  since  the  schools  have  no  such  figures  and  no 
survey  has  been  made.  In  our  Free  Public  Night  School, 
we  have  classes  in  English  for  foreigners  which  are  well 
attended.  The  Y.  M.  C.  A.  also  conducts  classes  in  English. 
"  In  our  Edison  School,  which  has  a  large  percentage  of 
foreign-bom  children  and  children  whose  parents  were 
immigrants,  there  has  been  organized  a  system  of  friendly 
visiting  by  the  teachers  of  the  school.  We  do  not  use  the 
word  Americanization  in  this  connection,  but  are  able  to 
secure  better  understanding  and  cooperation  on  the  part  of 
the  parents  with  the  school.  The  whole  plan  is  very  informal 
and  the  teacher's  aim  is  not  to  make  the  purpose  too  evident, 
but  to  be  just  friends.     We  have  found  this  very  successful. 


Ouio  4383 

Last  year,  we  organized  a  Mothers'  Club  in  another  school 
located  near  a  settlement  of  foreigners.  Beginning  with 
little  social  affairs,  the  mothers  became  interested  in  the 
school  through  the  children  when  once  thev  were  made  to 
feel  that  their  presence  was  desired." 

2.  Youngstown 

The  following  letter  was  addressed  to  the  Committee,  ^N'ovember 
17,  iy20,  by  O.  L.  Eeid,  Superintendent  of  Public  Schools: 

"  On  the  basis  of  the  census  of  1920  I  may  report  to  you 
concerning  the  population  of  Youngstown,  Ohio,  as  follows : 

Total  population  132,358,  people  of  foreign  descent  66% 
per  cent ;  40  per  cent  of  these  people  of  foreign  population  may 
be  distributed  as  follows: 

Polish    5,000 

Slavish    15,000 

Hungarian    9,000 

Roumanian    6,000 

Italian    15,000 

Croatian    8,000 

Greeks    5,000 

Rutheniau    6,000 

Transvlvanian    2,500 


"With  the  exception  of  the  Greeks  these  foreigners  are 
generally  employed  in  the  steel  mills  of  Youngstown.  I  re- 
gi-et  very  much  to  tell  you  that  there  is  no  thoroughgoing 
plan  for  ximericanization  work  in  this  city.  The  Board  of 
Education  is  facing  a  deficit  for  the  year  of  over  $300,000, 
and  while  there  has  been  talk  of  securing  the  fund  for  such 
work  from  the  War  Chest  or  through  the  Chamber  of  Com- 
merce, nothing  has  been  accomplished. 

"  The  Y.  W.  C.  A.  and  the  Y.  M.  C.  A.  and  the  Hebrew 
Associations  are  prepared  to  reach  a  total  of  not  more  than 
1,000  students  along  Americanization  lines. 

"  It  is  true  that  the  public  schools  are  doing  a  great  Amer- 
icanization work  in  connection  with  the  children. 

"  East  Youngstown  is  conducting  regular  night  classes  in 
Americanization  work.  Superintendent  Coursen  of  East 
Youngstown,  can  give  full  information  concerning  their 
work." 


4384  United  States  Govehnment 

NOTE  ON  CHAPTER  XXXIV 

Oregon 


1.  Portland 
A.  M.  Gray,  S^ipervisor  of  Eveuing  Schook,  on  INovember  6, 
1920,  wrote  the  Committee  as  follows: 

"  Your  letter  of  October  27th  to  the  Superintendent  of 
Schools,  is  before  me.  I  am  glad  to  hear  from  you  and  am 
more  than  willing  to  co-operate  with  you,  for  we  are  vitally 
interested  in  teaching  the  non-English  speaking  residents  to 
speak,  read  and  write  English  —  to  'think  in  English'  — 
all  of  this  work  is  done  by  the  direct  method. 

"  As  to  what  we  are  doing  in  Portland,  the  Board  of  Edu- 
cation has  established  six  schools  for  the  foreign  born,  and  is 
furnishing  a  paid,  trained  teacher  wherever  a  class-room  is 
provided,  together  with  a  class  of  tifteen-persons  —  be  that 
in  a  residence,  club-room,  church,  work-shop,  etc. 

"  The  Portland  Public  Schools  are  doing  a  very  large  part 
of  the  Americanization  work  that  is  being  done.  The  Pres- 
byterian Mission,  the  Y.  M.  C.  A.,  and  a  few  other  organiza- 
tions are  each  doing  a  little.  I  am  trying  to  bring  all  work- 
ers into  co-operation  with  the  Public  Schools;  we  have  had 
very  loyal  support  on  the  part  of  the  press. 

"  We  have  two  problems  here  in  Portland ;  I  presume  the 
same  as  those  everywhere;  trained  teachers  and  getting  the 
foreigner  to  attend  school. 

"  The  Portland  population  is  258,000;  foreign-born  popu- 
lation about  25,000;  non-English  speaking  fully  5,000, 
made  up  of  German,  Italian,  Russian  and  (Poles,  Finns  and 
Scandinavians  in  about  equal  numbers)  scattering  of  evei-y 
nationality  on  the  face  of  the  earth  —  a  good  many  Japanese. 
The  employment  of  the  foreigner  is  very  general  and  widely 
distributed:  hotels,  factories,  railroads,  lumbering,  orchard- 
ists,  farming,  etc. 

"x\s  to  suggestions  —  we  most  heartily  suggest  that  citi- 
zenship be  made  compulsory  in  six  years,  with  a  definite 
educational  qualification  —  failing  in  qualification  a  good 
stiff  fine  for  the  first  offense  and  deportation  for  the  second 
offense.  We  have  found  that  the  best  teacher  for  foreign- 
born  is  the  married  woman,  who  has  been  a  successful 
teacher,  and  even  then  we  get  them  together  for  study.  Ab- 
solute requirement  in  experience  and  teacher  training  as  far 
as  possible." 


Pei^nsylvania  4385 

NOTE  ON  CHAPTER  XXXV 

Pennsylvania 


1.  State  Activities 

Following  is  a  letter  from  Thoraas  E.  Finegan,  State  Superin- 
tendent of  Public  Instruction,  Harrisburg,  September  9,  1920: 
*'  In  accordance  with  my  letter  to  you  in  jSTovember  last, 
I  am  inaugurating  a  system  of  Americanization  throughout 
the  State.  The  Commission  of  Public  Welfare  has  turned 
over  to  this  Department  necessary  funds  for  inaugurating  an 
Americanization  campaign,  and  I  have  established  a  bureau 
in  this  Department  which  wall  have  charge  of  that  line  of 
work.  The  bureau  will  be  organized  very  much  along  the 
line  of  the  one  in  the  ISTew  York  State  Education  Depart- 
ment. 

"  Leading  industrial  plants  of  the  State  and  many  civic 
organizations  are  giving  us  fine  cooperation  in  this  work 
and  in  some  cases  are  providing  funds." 

Mr.  Finegan  also  sent  to  the  Committee  his  opinion  in  the  case 
of  the  refusal  of  the  school  board  to  renew  contracts  with  certain 
teachers.    The  full  text  of  the  decision  follows : 

IN  RE  REFUSAL  OF  SCHOOL  BOARD  TO  RENEW  CONTRACTS  WITH 
TEACHERS  WHO  ARE  MEMBERS  OF  THE  AMERICAN  FEDERA- 
TION OF  TEACHERS,  AFFILIATED  WITH  AMERICAN  FEDERA- 
TION OF  LABOR 

Teachers  of  Lancaster  City  School  District  vs.  Lancaster  City 

School  District 

Upon  the  expiration  of  yearly  contracts,  a  local  school  hoard 
may  properly  and  legally  refuse  to  renew  the  same  loith  teachers 
belonging  to  the  American  Federation  of  Teachers,  an  organizor 
tion  affiliated  luith  the  American  Federation  of  Labor.  Such 
action  is  not  in  violation  of  Section  1208  of  the  School  Code,  1911 
P.  L.  309,  which  specifies  causes  of  dismissal  before  the  contract 
period  has  expired. 

It  is  not  pi'oper  or  professional  for  teachers  to  affiliate  as  an 
organized  body  with  another  organization  representing  a  portion 
of  the  citizens  of  the  community  in  ivhich  such  teachers  are  em- 
ployed. 

137 


4386  United  States  Government 

Opinion  hj  Thomas  E.  Finegan,  Superintendent  of  Public 
Instruction,  July  27,  1,9'20: 

Two  petitions  have  been  filed  in  this  proceeding.  One  is  a 
petition  tiled  by  the  Executive  Committee  of  a  Citizens'  Commit- 
tee of  One  Hundred  and  the  Women's  Committee  of  One  Hun- 
dred Fifty.  The  other  is  a  petition  filed  by  three  teachers  who 
appear  to  represent  the  teachers  involved  in  this  controversy. 

Briefl}^,  the  facts  in  the  case  are  as  follows:  It  appears  that 
the  teachers  of  the  Lancaster  City  School  District  had  petitioned 
the  board  of  school  directors  of  such  district  for  an  increase  in 
salary  and  that  such  board  had  not  taken  the  action  which  the 
teachers  desired.  Several  teachers  in  the  city  then  organized 
a  branch  or  chapter  of  an  organization  known  as  the  American 
Federation  of  Teachers. 

In  the  consideration  of  this  proceeding  we  must  keep  clearly 
in  mind  the  fact  that  some  years  ago  this  organization  affiliated 
itself  with  the  American  Federation  of  Labor  and  that  any  body 
of  teachers  joining  the  American  Federation  of  Teachers  ipso 
facto  becomes  affiliated  with  the  American  Federation  of  Labor. 
Teachers,  therefore,  who  become  members  of  the  American  Fed- 
eration of  Teachers  can  exercise  no  discretion  whatever  as  to 
whether  or  not  they  are  to  become  members  of  the  American 
Federation  of  Labor. 

It  also  appears  that  in  contracting  with  teachers  for  the  ensuing 
school  year,  the  board  of  school  directors  of  the  said  Lancaster 
City  School  District  did  not  authorize  the  employment  of  those 
teachers  who  had  become  members  of  the  American  Federation 
of  Teachers  and  who  were  therefore  affiliated  with  the  American 
Federation  of  Labor.  It  further  appears  that  the  teachers  were 
under  contract  for  the  current  school  year  only,  and  that,  at  the 
end  of  such  school  year,  their  contractual  relations  with  the  Lan- 
caster City  School  District  terminated.  It  further  appears  that 
it  has  not  been  the  practice  of  the  Lancaster  City  School  District 
to  require  teachers  to  make  application  from  year  to  year  for 
re-election,  but  that  the  board  of  school  directors  has  annually, 
without  such  application,  re-elected  or  contracted  with  the  teachers 
who  had  been  employed  during  the  year  unless  charges  of  incom- 
petency were  pending  or  other  sufficient  reason  existed  for  dis- 
continuing their  services.  It  is  claimed  by  petitioners  that  the 
action  of  the  board  in  not  renewing  their  contracts  for  the  ensu- 
ing year  is  in  effect  a  dismissal  and  for  cause  other  thaji  that 


Pennsylvaxia  43S7 

specified  in  section  1208  of  the  School  Code.  This  section  pro- 
vides in  substance  that  a  teacher  may  be  dismissed  at  any  time 
for  immorality,  incompetency,  intemperance,  cruelty,  negligence, 
or  for  the  violation  of  any  of  the  provisions  of  the  school  code. 
The  section  further  provides  that  before  a  teacher  is  dismissed 
for  any  of  these  causes,  written  notice  of  the  charges  shall  be 
given  him  and  an  opportunity  to  be  heard  shall  also  be  granted 
him. 

I  have  given  careful  consideration  to  the  questions  raised 
in  the  petitions  and  the  statutes  regulating  the  same  and  find 
that  there  is  no  provision  of  law  which  guarantees  a  permanent 
tenure  of  office  to  the  teachers  of  the  Lancaster  Citv  School  Dis- 
trict.  The  teachers  in  such  district  have  obtained  their  legal 
status  in  the  school  system  by  annual  re-election  or  appointment. 
The  fact  that  such  teachers  did  or  did  not  make  formal  applica- 
tion for  re-election  is  immaterial.  Without  further  action  on  the 
part  of  the  board  of  school  directors,  the  term  of  service  of  such 
teachers  expired  at  the  end  of  the  current  school  year,  and  in 
order  that  their  official  relation  to  the  Lancaster  Citv  School 
District  might  be  renewed  or  continued,  it  was  necessary  for  the 
board  of  school  directors  to  re-elect  them.  Section  1208  relates 
to  the  dismissal  of  a  teacher  within  the  specific  period  of  time 
covered  by  her  contract  with  the  district.  Within  that  period 
of  time  a  teacher  may  be  dismissed  for  those  causes  only  which 
are  specifically  enumerated  in  the  law.  The  teacher-petitioners 
were  not  dismissed  from  service.  They  were  permitted  to  teach 
the  full  period  of  time  covered  by  their  contracts.  Their  con- 
tracts terminated  at  the  end  of  the  school  vear.  The  board  of 
school  directors  passed  a  resolution  expressing  its  conviction  that 
the  action  of  such  teachers  in  joining  an  association  affiliated  with 
the  American  Federation  of  Labor  was  not  for  the  best  interests  of 
the  schools  and  respectfully  requesting  that  such  teachers  abandon 
the  affiliation  (See  Page  232,  Journal  of  School  Board  for  June, 
1920).  The  board  thereafter  declined  to  employ  these  teachers 
for  another  year.  There  is  no  legal  obligation  on  the  part  of  the 
board  of  school  directors  to  contract  for  the  ensuing  school  year 
with  any  of  the  teachers  employed  during  the  past  school  year, 
and  the  fact  that  such  teachers  are  or  are  not  members  of  an 
organization  of  any  kind  has  no  bearing  upon  the  lawful  action 
which  a  board  may  take  in  such  matter.  Of  course,  it  is  sound 
educational  policy  for  a  board  of  school  directors  to  contract  for 


4388  United  States  Government 

tlie  ensuing  school  year  with  all  those  teachers  who  have,  accord- 
ing to  the  report  and  recommendation  of  the  superintendent  of 
schools,  rendered  satisfactory  and  efficient  service  during  the 
current  year  and  against  whom  proper  and  reasonable  objections 
do  not  exist. 

There  is  therefore  presented  to  me  for  determination,  first,  a 
question  of  law,  which  is,  Did  the  board  of  school  directors  violate 
the  legal  rights  of  any  of  the  teachers  in  failing  or  refusing  to  con- 
tract with  them  for  the  ensuing  school  year  ?  Under  the  facts  and 
law  above  stated  there  can  be  but  one  answer  to  this  question. 
The  hoard  of  school  director's  did  not  violate  such  rights  of  these 
teachers  but  on  the  contrary  acted  entirely  within  its  legal 
authority  in  failing  to  contract  with  them. 

There  is  also  presented  to  me  for  determination  a  further  ques- 
tion of  broad  educational  policy,  which  is.  Is  it  proper  and  pro- 
fessional for  teachers  to  affiliate  as  an  organized  body  with  an- 
other organization  representing  a  portion  of  the  citizens  of  the 
community  in  which  such  teachers  are  employed  ?  This  specific 
question  is  raised  by  petitioners  and  the  Superintendent  is 
specifically  requested  to  pass  upon  it.  This  is  not  only  their  right 
but  also  in  keeping  with  sound  educational  policy.  It  is  the  duty 
of  the  State  Superintendent  to  determine  such  question  for  the 
purpose  not  only  of  adjusting  this  controversy  but  also  of  express- 
ing the  judgment  of  the  State  Superintendent  of  Public  Instruc- 
tion on  what  is  a  sound  educational  policy  to  be  pursued  by  teachers 
and  school  boards  if  a  similar  issue  should  be  raised  in  the 
future. 

At  the  outset  of  the  discussion  of  this  question  it  should  be 
clearly  stated  that  teachers  have  the  right  to  establish  organiza- 
tions, societies,  or  associations  for  the  purpose  of  protecting  their 
personal  and  professional  interests  and  for  promoting  the  general 
educational  welfare  of  the  community  in  which  they  are  em- 
ployed. It  should  also  be  stated  that  a  person  does  not  sacrifice 
his  individuality,  his  personal  liberties,  or  the  right  to  express  his 
judgment  upon  social  and  public  problems  simply  because  he  be- 
comes a  teacher.  A  teacher  may  exercise  rights  in  his  individual 
capacity  which  it  would  be  improper  for  him  to  exercise  in  com- 
bination with  other  teachers  in  their  capacity  as  public  servants. 
There  is  a  clear  distinction  between  the  exercise  of  these  rights 
which  must  be  recognized.  The  rights  of  the  teacher  in  this  con- 
nection should  be  respected  by  local  school  authorities  and  will  be 
sustained  by  State  authority. 


Pennsylvania  4389 

TJiere  is  no  question  as  to  the  purpose  which  actuated  these 
teachers  in  affiliating  with  the  organization  in  question.  They 
were  not  receiving  the  salaries  which  the  services  they  were 
rendering  entitled  them  to  receive.  They  had  petitioned  the  board 
of  school  directors  for  an  increase  in  their  salaries  and  these  in- 
creases had  not  been  accorded  by  the  board.  These  teachers  knew, 
however,  that  the  Governor  of  the  Commonwealth  and  the  State 
Superintendent  of  Public  Instruction  were  working  out  a  plan  to 
be  submitted  to  the  legislature  for  action  by  that  body  which,  if 
adopted,  would  guarantee  to  all  teachers  in  the  State  adequate 
compensation.  They  also  knew  that  the  Governor  had  several  times 
announced  in  public  addresses  that  he  was  in  favor  of  increasing 
their  compensation,  and  that  he  would  support  the  movement 
which  had  been  inaugurated  for  the  accomplishment  of  such  end. 
They  knew  that  the  State  Superintendent  of  Public  Instruction 
had  held  several  conferences  with  school  boards  and  that  he  in- 
tended to  hold  many  others  for  the  purpose  of  coming  to  an  agree- 
ment with  such  boards  on  an  adequate  salary  schedule  for  all 
teachers  in  the  State.  The  press  of  the  State  had  given  generous 
support  in  its  news  columns  to  these  negotiations  as  well  as  strong 
editorial  approval.  Public  sentiment  throughout  not  only  the 
State  but  the  country  at  large  was  practically  unanimous  in  sup- 
port of  the  general  movement  which  was  national  in  its  scope,  to 
grant  teachers  such  increased  compensation  as  would  not  only 
enable  them  to  meet  the  increased  cost  of  living  but  would  also 
give  them  proper  return  for  the  investment  they  had  made  in  pre- 
paring for  their  work  and  adequate  recognition  of  the  vital  ser- 
vices they  were  rendering  the  State.  In  other  words,  every  effort 
possible  was  being  made  by  the  State,  in  co-operation  with  local 
authorities,  to  obtain  increased  compensation  for  all  the  teachers 
employed  in  the  schools  of  the  State.  ISTotwithstanding  these  facts 
the  teacher-petitioners  herein  formed  an  organization  which  was 
affiliated  with  the  American  Federation  of  Labor,  for  the  sole 
purpose  of  using  the  influence  of  such  labor  organization  to  coerce 
the  board  of  school  directors  into  granting  the  salary  increases 
which  such  teachers  had  demanded. 

This  procedure  was  improper  and  unprofessional.  If  the  board 
of  school  directors  did  not  show  a  desire  to  accord  these  teachers 
an  increase  in  their  salaries  pending  an  adjustment  by  the  State 
authorities,  the  proper  procedure  on  their  part  would  have  been 
to  make  an  appeal  to  the  public  by  laying  the  whole  matter  before 


4390  U]sriTED  States  Government 

the  taxpayers  and  voters  of  the  school  district.  Citizens  in  all 
parts  of  the  State  have  been  quick  to  respond  to  appeals  of  this 
kind  and  have  not  only  expressed  their  desire  to  have  teachers 
adequately  compensated  but  also  have  co-operated  with  school 
boaids  in  devising  means  to  provide  necessary  funds  therefor. 
When  teachers  are  unable  to  obtain  justice  through  the  action  of 
their  superior  officers,  their  appeal  should  always  be  made  direct 
to  their  constituents  —  the  public  at  large.  Such  appeal  should 
not  be  made  by  affiliation  with  organizations  which  represent  a 
particular  group  in  the  community  or  some  special  interests 
therein. 

It  is  claimed  that  the  teachers  who  thus  affiliated  with  the 
American  Federation  of  Labor  were  not  bound  by  all  the  rules 
which  govern  that  body  in  its  efforts  to  obtain  the  rights  and 
privileges  which  it  seeks  for  its  members.  It  is  difficult  to  see 
how  this  changes  the  situation  in  any  way  whatsoever.  These 
teachers  joined  an  association  affiliated  with  the  American  Fed- 
eration of  Labor  for  the  purpose  of  securing  the  advantages  com- 
ing from  that  affiliation.  If  an  association  in  any  way  vitiates 
the  services  which  a  body  of  public  servants  are  supposed  to 
render,  the  association  is  improper.  The  same  objection  would 
arise  if  a  body  of  teachers  as  such  were  to  affiliate  with  the  Demo- 
cratic Party,  the  Republican  Party,  the  Chamber  of  Commerce, 
or  with  any  other  social,  fraternal,  commercial,  political  or  relig- 
ious organization  which  represents  a  certain  class  of  citizens  and 
not  all  of  the  citizens,  for  the  purpose  of  obtaining  the  benefit  of 
the  power  and  influence  of  such  organization.  The  objection  to 
such  action  would  in  no  way  be  relieved  by  the  statement  of  such 
teachers  that  they  were  not  bound  by  the  rules  and  regulations  of 
the  organization  in  question.  Any  such  association  of  a  body  of 
teachers  with  an  organization  representative  of  a  special  group  in 
society  would  tend  to  distort  the  teacher's  view  of  her  obligation 
to  the  whole  social  order  and  to  destroy  her  efficiency  as  a  public 
servant.  It  would  weaken  the  respect  which  the  teacher  now  com- 
mands and  the  power  and  influence  which  she  exerts.  It  would 
defeat  the  very  purpose  for  which  a  public  school  system  is  main- 
tained by  public  taxation. 

When  the  teachers  of  a  community  have  made  an  appeal  to  the 
public  for  the  redress  of  wrongs  or  grievances  which  can  not 
otherwise  be  adjusted  and  the  subject  under  consideration  is  be- 
ing discussed  and  considered  by  the  public,  it  is  entirely  proper 


Pennsylvania  4391 

for  any  organization  which  is  interested  in  any  phase  of  the  wel- 
fare of  the  community  to  aid  and  support  such  appeal.  The 
American  Federation  of  Labor  may  with  full  propriety,  because 
of  its  interest  in  the  educational  welfare  of  a  community,  give 
aid  and  support  to  such  an  appeal.  Such  action,  however,  must 
be  clearly  distinguished  from  the  action  taken  by  an  organized 
body  of  teachers  in  affiliating  themselves  with  any  organization 
for  the  purpose  of  obtaining  the  support  and  influence  of  that 
organization.  An  organization  of  teachers  must  be  on  a  basis 
which  will  permit  it  to  serve  every  interest  in  the  community,  and 
it  should  not  be  subservient  to  the  interests  of  any  particular 
organization. 

Schools  are  maintained  under  a  mandate  of  the  State  consti- 
tution, and  the  school  districts  are  not  given  the  discretion  to 
determine  whether  they  will  or  will  not  maintain  schools ;  they 
are  required  to  maintain  them.  The  schools  are  therefore  insti- 
tutions which  are  authorized  by  and  maintained  in  the  interest 
of  the  State.  The  State  makes  direct  appropriations  for  their 
support.  The  teachers  employed  in  those  schools  are  servants  of 
the  entire  State  as  well  as  of  the  locality  in  which  the  school 
is  maintained.  These  teachers  may  not  form  an  alliance  of  any 
character  with  any  interest  in  the  community  which  will  prevent 
them  from  serving  impartially  the  best  interests  of  all  the  people 
and  the  State.  They  may  not,  in  their  professional  capacity, 
associate  themselves  with  an  organization  which  may  be  called 
upon  to  represent  the  interests  of  only  part  of  the  citizens,  or  of 
any  particular  group  of  persons,  or  of  any  special  interests  or 
organization  in  the  community. 

General  education  has  been  provided  through  the  maintenance 
of  public  schools,  since  such  schools  were  first  established  in  this 
country,  upon  the  theory  that  greater  security  will  be  accorded 
human  rights  and  property  rights  through  an  educated  citizen- 
ship. Teachers  are  therefore,  through  their  work  in  giving 
instruction  to  the  youth  of  the  land,  protecting  and  conserving 
these  rights.  They  bear  obligations  and  responsibilities  in  this 
respect  analogous  to  that  of  officers  of  municipalities  and  the  State 
who  are  especially  charged  with  the  supervision  of  matters  per- 
taining to  the  safety  and  security  of  personal  rights  and  property 
interests,  such  as  firemen,  policemen,  or  even  soldiers.  Teachers 
must  be  as  free  and  independent  in  the  discharge  of  their  public 
obligations  and  responsibilities  and  in  their  devotion  and  loyalty 


4392  United  States  Government 

to  the  public  interests  which  they  serve  as  are  firemen,  policemen, 
or  soldiers.  The  business  of  teachers  is  to  instruct  the  children 
under  their  direction  in  the  fundamental  principles  of  American 
citizenship.  Among  the  children  whom  they  instruct  will  be 
represented  nearly  every  interest,  organization,  religious  denom- 
ination, and  political  party  in  the  community.  They  must  always 
be  free  to  explain,  without  prejudice,  the  philosophy  of  American 
life,  government  and  institutions.  To  be  effective  and  to  dis- 
charge the  sacred  obligation  which  they  assume  in  becoming 
teachers,  they  must  not  place  themselves  in  a  position  to  be 
charged  with  favoring  the  interests  of  a  particular  group  of 
citizens  as  against  the  interests  of  other  groups  or  of  the  com- 
munity as  a  whole. 

The  authority  conferred  by  law  upon  the  State  Superintend- 
ent of  Public  InstiTiction  w^ill  be  exercised  without  delay  or  hesi- 
tation to  protect  the  rights  of  teachers  whenever  a  superior 
authority  attempts  to  destroy  or  limit  such  rights.  It  will  be 
exercised  with  equal  readiness  to  protect  the  schools  and  to  enable 
them  to  maintain  their  freedom  and  judgment  so  that  they  may 
continue  to  exert  the  power  and  influence  in  promoting  the  general 
welfare  of  the  country  which  they  have  exerted  in  the  past.  A 
teacher  should  understand  when  entering  the  profession,  that 
she  becomes  a  public  servant  to  render  a  public  sen'ice.  In  the 
interest  of  the  public  good,  if  necessary,  she  must  expect  to  make 
sacrifices  and  to  endure  hardships.  She  must  seek  redress  for 
existing  evils  or  wrongs  through  public  channels.  She  must  wait 
for  action,  if  necessary,  through  an  expression  of  the  people  in 
the  selection  of  officers  to  represent  them  in  the  administration 
of  the  schools. 

As  a  last  resort,  if  a  teacher  is  unable  to  reach  a  satisfactory 
agreement  with  school  authorities  on  disputed  questions,  there 
is  but  one  honorable,  professional  course  open  to  her  and  that  is 
to  vacate  her  position  and  to  state  squarely  to  the  public  the 
facts  which  caused  her  to  take  such  action.  The  issue  then 
becomes  one  to  be  settled  by  the  public. 

It  must  therefore  he  held  that  a  hoard  of  school  directors  may 
properly  and  legally  decline  to  renew  contracts  with  any  of  the 
teachers  employed  under  its  jurisdiction  when  such  teachers  have 
ajjiliated  vjith  an  organization  which  represents  only  a  portion 
of  the  citizens  of  the  district  or  some  special  interests  in  the 
district  and  is  an  impediment  to  the  proper  discharge  of  the  jy^ifHc 
ohligation  of  such  teachers. 


Pennsyla'ania  439/* 

If  the  teachers  involved  in  this  controversy  desire  to  be  con- 
sidered by  the  board  of  school  directors  of  the  Lancaster  City 
School  District  in  the  awarding  of  contracts  for  the  ensuing  school 
year,  such  teachers  should  take  such  action  as  will  remove  their 
present  disqualification.  They  should  place  themselves  in  a  posi- 
tion to  render  that  impartial  service  to  the  entire  community  which 
the  office  of  teacher  demands  they  shall  render.  This  may  be 
done  by  properly  disbanding  the  local  branch  or  union  of  the 
American  Federation  of  Teachers  established  by  the  teacher- 
petitioners  in  the  Lancaster  City  School  District  or  by  individual 
members  simply  resigning  from  membership  therein.  It  is  there- 
fore urgently  recommended  that  the  board  of  school  directors 
shall  renew  contracts  with  those  teachers  involved  in  this  con- 
troversy who  pursue  the  course  above  outlined  and  who  have  no 
other  disqualification. 

The  petitions  herein  are  dismissed. 

In  Witness  Whereof,  I,  Thomas  E.  Finegan, 
Superintendent  of  Public  Instruction  of  the 
Commonwealth  of  Pennsvlvania,  do  hereunto 
(Seal)  set  my  hand  and  affix  the  seal  of  the  State 
Department  of  Public  Instruction,  at  the  city 
of  Harrisburg,  this  27th  day  of  July,  1920. 

Thos.  E.  Finegan^ 
Suyeriniendeni  of  Public  Instruction. 

2.  Altoona 

Following  is  a  letter  from  S.  H.  Dayton,  Superintendent  of 
Public  Schools,  November  8,  1920: 

'*  In  reply  to  your  inquiry  as  to  what  is  being  done  to 
counteract  radical  propaganda  and  training  for  a  citizen- 
ship in  Altoona,  permit  me  to  say  that  we  have  been  run- 
ning Americanization  classes  both  for  men  and  women,  and 
last  year  had  them  located  in  certain  centers  outside  of  our 
regular  evening  school  building. 

"  The  total  population  of  Altoona  is  60,300  approxi- 
mately, with  about  10  per  cent  of  foreign  birth,  mostly 
Italians,  mostly  employed  by  the  Pennsylvania  Kailroad  Co. 
I  regret  that  there  is  not  greater  cooperation  on  the  part  of 
the  Railroad  Company  in  securing  attendance  of  these 
people    upon    our    Americanization    classes.      It    has    been 


4394  United  States  Goveenmestt 

rather  a  difRcnilt  task  to  secure  the  attendance  as  fully  as  we 
should  have  it.  Our  total  enrollment  in  Americanizatiou 
classes  last  year  was  146,  The  Schwarzeubach-Huber  Silk 
Mill  Company  last  year  conducted  for  a  brief  time  an 
Americanization  class  also. 

"  It  is  my  own  judgment  that  this  w^ork  can  best  be  done 
through  the  public  schools  as  the  agency.  It  removes  the 
matter  entirely  from  the  commercial  motive  and  is  more 
likelv  to  leave  a  proper  attitude  on  the  part  of  the  foreign- 
bom.^" 

3.  Erie 

Letter  from  I.  B.  Bush,  Superintendent  of  Schools,  November 
3,  1920: 

"  In  the  public  day  schools  we  give  a  course  in  civics  or 
what  might  otherwise  be  termed  a  course  in  human  relation- 
ships.    The  aims  in  the  course  in  civics  are: 

1st.   To  cultivate  right  civic  habits. 

2nd.  To  create  civic  ideals  and  to  stimulate  right  conduct. 

3rd.  To  show,  by  means  of  service,  a  gain  in  patriotism 
and  a  growth  in  democracy. 

"  In  our  public  night  schools  for  the  instruction  of  adults, 
we  aim  to  discover  the  ideals  which  men  have  been  given 
in  their  native  countries  and  to  hold  fast  those  which  are 
good  and  to  inhibit  or  eradicate  the  pernicious  doctrines 
with  which  they  have  been  saturated.  We  aim  to  give  them 
the  history  and  evolution  of  our  present  day  institutions  and 
to  give  them  our  American  ideals.  In  other  words,  we  try 
to  teach  them  what  America  means  to  them. 

"  Our  present  population  is  about  103,000.  We  do  not 
have  the  1920  census  figures  showing  the  nationalities. 
However,  I  am  enclosing  a  sheet  showing  the  nationalities 
of  the  pupils  enrolled  in  the  public  schools  in  1918-19. 
According  to  our  1910  census,  45  per  cent  of  our  population 
was  either  of  foreign  birth  or  of  foreign  parentage.  Erie 
has  a  varied  list  of  industries  and  most  all  of  them  employ 
people  of  foreign  birth.  Notable  among  these  are  the 
General  Electric  Co.,  Hammermill  Paper  Co.,  Erie  Forge, 
Malleable  Iron  Co.  and  Jarecki  Mfg.  Co. 

"  The  only  Companies,  so  far  as  I  know,  which  have 
attempted  to  carry  on  Americanization  classes  are  the  Erie 


Pe::^]!«'sylvania  4395 

Forge,  General  Electric  and  Hammermill  Paper  Co.  In 
addition  to  these  the  Y,  M.  C.  A.  conducts  classes  for 
foreigners.  The  public  night  schools  have  more  foreigners 
enrolled  than  all  of  the  other  institutions  doing  American- 
ization work. 

"  It  is  my  opinion  that  the  public  night  school  is  the  place 
for  the  training  of  the  foreign-born  for  citizenship.  The 
teachers  in  our  dav  schools  are  usually  chosen  for  work  in 
the  night  schools.  Most  of  them  have  been  given  special 
training  in  teaching  foreigners. 

"  We  are  now  arranging  to  cooperate  with  the  General 
Electric  Co.,  taking  over  the  Americanization  work  in  their 
plant,  and  because  of  the  fact  that  the  plant  is  located  just 
outside  of  the  city  the  General  Electric  is  paying  all  the 
expense  connected  therewith." 

4.  Pittsburgh 

The  following  letter  and  reports  were  received  from  William 
M.  Davidson,  Superintendent  of  Public  Schools,  Iv'ovember  10, 
1920: 

"  We  do  not  yet  have  the  complete  1920  census  figures  and 
can  therefore  give  you  no  Pittsburg  data  based  upon  such 
returns. 

"  The  Americanization  work  here,  however,  has  been 
going  steadily  forward,  and  I  take  pleasure  in  presenting  a 
brief  outline  of  some  of  the  things  that  have  been  done,  or 
are  in  a  formative  process  in  the  Pittsburg  District. 

"  1.  The  summary  — '  Facts  and  Factors  in  American- 
ization,' enclosed  herewith,  shows  fairly  well  the  present 
conditions  in  Pittsburg  as  to  nationality  and  the  use  of 
English.  It  will  be  understood,  of  course,  that  this  summary 
includes  only  the  public  schools,  or  about  75  per  cent  of  the 
pupils  of  school  age  in  the  city  proper. 

"  2,  The  Board  of  Education  is  conducting  free  evening 
schools,  with  shop  and  vestibule  classes  wherever  proper 
accommodations  are  provided.  The  enclosed  pamphlet, 
'  Evening  S'chools  and  Extension  Work,'  indicates  the  scope 
and  content  of  this  division  of  the  work. 

"  The  Board  is  also  using  the  kindergarten  department  as 
an  important  factor  in  home  and  community  Americaniza- 
tion. 


4396  UisriTED  States  Government 

"  3.  The  public  school  buildings  are  all  open  and  free 
as  training  centers  for  citizenship  by  means  of  public 
lectures,  recreational  activities  and  community  meetings. 
Last  year  55,135  adults  took  part  in  these  various  activities. 

^'  4.  The  Pittsburg  Chamber  of  Commerce  (over  six  thou- 
sand members)  has  established  an  Americanization  Bureau, 
with  an  initial  expense  budget  of  $25,000.  The  director  is 
Mr.  H.  R.  Davis.  This  bureau  works  with  and  through  in- 
dustries and  co-operates  with  the  public  schools  throughout 
the  Pittsburg  area. 

"5.  The  Y.  M.  C.  A.,  International  Institute  (Y.  W. 
C.  A.,)  the  W.  C.  T.  U.,  the  Council  of  Jewish  Women,  and 
other  welfare  organizations  are  actively  engaged  in  various 
phases  of  Americanization,  all  co-operating  with  the  public 
schools  in  the  teaching  of  English  and  Citizenship. 

"  There  are,  of  course,  many  other  agencies  such  as  church 
and  charitable  institutions,  settlement  houses,  etc.,  which  are 
making  valuable  contributions  towards  better  home  and 
community  conditions  for  all  the  people,  but  these  cannot 
be  listed  in  this  letter.  Many  of  the  foreign-born  ra<nal 
groups  and  organizations  are  also  helping  themselves,  the 
people  and  the  rest  of  us. 

"  6.  The  State  Department  of  Public  Instruction  has 
established  an  Americanization  Bureau,  with  Mr.  E.  E. 
Bach  as  director.  He  and  his  staff  are  now  working  in  this 
part  of  the  State.  The  enclosed  program  shows  their  lines 
of  interest. 

"  7.  The  University  of  Pittsburg  is  contributing  to  the 
work  through  the  Extension  Division,  and  especially 
through  the  training  courses  for  Americanization  workers 
under  the  instruction  of  Mr.  J.  M.  Berkey,  the  Director  of 
the  Americanization  Department  and  in  charge  of  our  Ex- 
tension Work.     See  the  enclosed  bulletin. 

"I  regret  that  I  cannot  go  into  details  in  these  various 
activities,  but  I  trust  enough  has  been  suggested  to  show  how 
deeply  the  people  of  Pittsburg  are  interested  in  the  Ameri- 
canization problems,  and  how  actively  the  forces  are  at  work 
towards  tbeir  solution." 


Pennsylvania  4397 

Facts  and  Factors  in  A^'.tERiCANiz.ATiON 

Data  from  Pittsburg  Public  School  Records — 3  917 

75,470  Pupils 

Fathers       Mothers 
Nationality  of  Parents  (1915)  Per  Cent     Per  Cent 

American 57 . 2  59.1 

German 9.9  8.4 

Kussian 9.8  9.7 

Italian 7  6.8 

Austro-Hungarian 5.1  5.2 

Irish 3.2  3.1 

English 2.2  2.2 

Polish 1.7  1.8 

Scotch .8  .8 

Scandinavian .5  .6 

Welsh .4  .3 

Roumanian .3  .3 

Bohemian .2  .2 

Syrian .2  .2 

French ' .2  .2 

Serbian .1  .1 

Scattering .4  .4 

Unknown .8  .6 

Total 100  100 

Parents  Speak  in  Non-English  Per  Cent 

To  children 19 

To  each  other 30 

German 8.2 

Slavic  languages 7 . 

Hebrew 6.1 

Italian    6.3 

Hungarian 1.2 

Scattering 2.2 


4398  United  States  Governmeistt 

Non-English  speaking  whites  in  Pittsburg  over  10  years  old  in 
1910,  147,500  (27.6'?'''). 

Parents  Read  Languages  Fathers  Mothers 

ITone 2,825  3,335 

English 55,  595  54,  562 

Slavic   languages    7, 313  6, 385 

Hebrew 5,  193  3,  331 

Italian 3,  674  2,  718 

Hungarian 1,  505  1,  252 

Litlmanian 582  483 

Swedish 468  416 

Greek 435  148 

Scattering 922  463 


The  Slavic  Group  includes  the  Russian,  Polish,  Slovak,  Croa- 
tian, Serbian,  Bulgarian,  Bohemian  and  ^loravian  languages. 

Pupils  Know  Foreign  Languages  Read  Speak 

German 4,  532  6, 436 

Slavic  languages 3, 248  5, 603 

Hebrew 2, 818  4, 668 

Italian 1,  458  3, 853 

Hungarian 387  807 

Lithuanian 239  905 

French 347  328 

Swedish 145  275 

Greek 72  126 

Syrian 29  121 

Spjanish 59  50 

Miscellaneous 74  135 


Teachers  Help  to  Americanize  by 
Teaching  use  of  English  in  school 
Providing  recreation  for  pupils 
Visiting  homes  of  pupils 
Having  children  sing  popular  songs 
Holding  community  meetings 
Forming  boys'  and  girls'  clubs 
Conducting  school  socials 


Pennsylvania  4309 

Forming  parent-teacliers'  leagues 

Giving  entertainments  for  parents  and  children 

Directing  work  in  school  gardens 

Using  public  library. 

Teaching  in  evening  schools. 

Selected  outlines  from  Teacher-Training  Courses  In  Ameri- 
canization, University  of  Pittsburg,  J.  M.  Berkey,  Insti-uctor. 

''  The  Department  of  Evening  Schools  and  Extension 
Work  is  the  branch  of  public  school  service  directly  respon- 
sive to  the  people's  immediate  and  practical  needs.  It  stand 3 
for  free  adult  education  and  the  use  of  school  buildings  for 
communitv  benefit.  It  means  the  traininfr  of  both  new  and 
native  Americans  for  more  intelligent  citizenship  and  more 
effective  service.  It  is  the  school  of  opportunity  for  all  who 
come  to  learn,  to  help,  and  to  enjoy. 

"  The  various  activities  in  the  evening  school  centers  are 
briefly  outlined  in  this  pamphlet.  They  are  essentially  the 
same  as  have  been  offered  by  The  Board  of  Public  Education 
in  former  years.  Certain  features  of  the  evening  school 
progi-am,  however,  call  for  special  emphasis,  because  of 
after-war  conditions  and  their  bearing  upon  our  civic  and 
social  advancement  as  a  great  industrial  community.  Among 
these  features  are : 

1.  The  training  of  new  Americans  in  English  and  com- 
munity civics.  The  active  co-operation  of  the  Chamber  of 
Commerce,  the  earnest  aid  of  citv  welfare  organizations  and 
the  cordial  support  of  industrial  managers,  all  unite  to  en- 
large and  extend  a  more  effective  Americanization  program. 

2.  The  co-operation  of  Americanizing  forces  in  the  com- 
munity to  the  end  that  all  work  may  be  helpfully  related 
and  all  instruction  properly  directed  for  the  common  benefit 
of  new  and  native  residents. 

3.  Preparation  for  citizenship.  Every  effort  will  be  made 
to  meet  the  urgent  call,  now  coming  from  many  of  the  new 
voters  under  the  Nineteenth  Amendment,  by  providing  for 
intensive  and  practical  instruction  along  such  lines  of  citizen- 
ship as  it  is  believed  will  be  most  helpful  to  those  desiring 
courses  of  this  character. 

4.  The  promotion  of  physical  efficiency  through  the 
regular  use  of  public  school  gymnasiums  and  swimming 
pools,  supplemented  by  health  and  first  aid  instniction. 


4400  United  States  GovEiiNMENT 

6.  Healthful  and  wholesome  recreation  through  the  accom- 
modation and  encouragement  of  volunteer  groups  in  the 
use  of  public  school  buildings  as  rallying  centers  for  ap- 
proved lines  of  community  service  and  expression. 

6.  Intensive  and  practical  training  of  men  and  women  for 
efficient  service  in  commercial,  industrial,  and  domestic 
pursuits. 

"  In  harmony  with  the  purpose  of  the  State  Superinten- 
dent of  Public  Instruction,  a  larger  Americanization  pro- 
gram for  the  coming  year  is  anticipated.  JSTot  only  will  the 
evening  school  centers  be  open  and  free  to  adult  immigrants, 
but  instruction  in  English  and  Citizenship  will  also  be  given 
to  any  volunteer  group  of  factory  workers  or  racial  groups 
where  satisfactory  co-operation  with  employers  or  leaders 
shall  be  assured. 

"  Community  centers  are  established  wherever  the  people 
of  the  local  district  wish  to  use  their  public  school  buildings 
as  meeting  places  for  co-operative  service,  healthful  recrea- 
tion and  community  betterment.  Additional  evening  schools 
may  also  be  established  by  the  Board  of  Education  wherever 
the  people  indicate  their  wishes  and  needs  in  sufficient 
numbers. 

"  All  bona  fide  residents  of  the  city  are  cordially  invited 
to  share  in  the  evening  school  and  extension  department, 
and  by  their  active  co-operation  secure  for  themselves  and 
for  the  community  in  which  they  live  the  widest  and  best 
possible  use  of  their  public  school  buildings." 

UNIVERSITY  OF  PITTSBURG  BULLETIN 
Americanization  Work  and  Workers 
"America  has  become  keenly  conscious  of  the  importance  and 
need  of  Americanization.  It  is  in  the  public  mind  and  is  speedily 
getting  into  the  public  conscience  as  a  great  and  vital  cause.  A 
larger  Americanization  program  is  therefore  in  the  making.  The 
Federal  Government  is  formulating  a  nationwide  campaign  for 
better  citizenship.  Pennsylvania,  like  many  other  states,  has 
established  a  special  bureau  to  organize,  unify  and  support  the 
Americanization  work  and  workers  throughout  the  common- 
wealth. Many  districts  are  conducting  evening  schools  and  com- 
munity centers,  while  civic  and  commercial  organizations,  indus- 
trial corporations,  social  and  patriotic  societies,  foreign-born  racial 
groups,  private  schools,  churches  and  settlement  houses  are  all 


Pennsylvania  4-101 

helpfully  interested  in  tlie  solution  of  Americanization  problems. 
The  whole  people  seem  to  realize  as  never  before  the  present  and 
pressing  duty  for  the  building  of  a  loyal,  intelligent  and  self- 
reliant  citizenship. 

The  Call  for  Trained  Workers 

This  new  field  of  service  calls  for  many  and  specially  trained 
workers.  Teachers  will  be  needed  who  are  schooled  and  skilled  in 
the  teaching  of  English  to  adult  immigrants  of  non-English  speech 
—  teachers  who  know  and  evaluate  the  racial  inheritance  and 
native  virtues  of  the  new  Americans,  and  who  will  seek  to  develop, 
through  the  new  language  American  ideals  of  citizenship  and 
American  standards  of  living.  There  is  an  increasing  demand 
for  social  and  civic  workers  to  build  for  cooperative  and  construc- 
tive community  life,  and  to  help  the  new  and  prospective  citizens 
to  a  fair  share  in  their  neighborhood  interests.  There  will  be 
constant  need  of  trained  instructors  to  help  women  voters,  both 
native  and  foreign-born,  to  a  full  realization  of  their  duties  and 
privileges  under  the  Nineteenth  Amendment  to  the  United  States 
Constitution.  In  short,  we  need  as  never  before  the  leadership 
of  devoted  and  forward-looking  men  and  women  to  interpret  to 
themselves  and  to  their  neighbors  the  meaning  and  the  spirit  of  a 
true  Americanism. 

An  Educational  Program 

Americanization  is  essentially  an  educational  process.  This 
means  infinitely  more  than  the  teaching  and  the  common  use  of 
the  English  language.  It  means  more  than  the  formal  naturaliza- 
tion of  alien  Americans.  It  means  rather  the  interpretation  of 
the  foreign-born  of  the  spirit  of  democracy  in  terms  of  mutual 
co-operation  and  human  fellowship  on  the  part  of  all  who  share 
a  common  heritage.  It  is  the  "  educational  process  of  unifying 
both  native  and  foreign  born  Americans  in  perfect  support  of 
the  principles  of  liberty,  union,  democracy  and  brotherhood." 

It  is  the  purpose  of  the  following  courses  to  contribute  some- 
thing to  the  training  of  teachers  and  other  Americanization 
workers  for  more  intelligent  and  effective  service  in  this  inviting 
field  of  opportunity  for  patriotic  duty  and  community  betterment. 

I.  English  for  New  Americans 
A  training  course  for  teachers  of  non-English  speaking  adults. 
Guiding  principles  and  best  methods  of  teaching  English  to 
foreign-born  men  and  women.     Special  pedagogy  of  the  evening 


4402  UisTiTED  States  Government 

school  and  community  center.  Management  and  teaching  of  fa^c- 
tory  or  vestibule  classes.  Essentials  in  the  naturalization  of 
aliens. 

Teaching  foreign-horn  adults  to  understand  and  use  the  English 
language  is  very  different  from  teaching  children.  It  requires 
a  special  background,  a  special  technique,  a  special  understanding 
of  the  process  of  interpreting  America  to  the  immigrant.  This 
course  is  designed  to  give  that  background,  to  develop  that 
technique,  and  to  clarify  that  understanding, 

II.  Essentials  of  Americanization 

A  course  for  community  workers  and  evening  school  principals, 
and  an  advanced  course  for  teachers  of  adult  immigrants. 

American  ideals  of  citizenship  and  America's  progress 
towards  their  realization.  Historical  backgrounds  and  racial 
inheritances  of  the  foreign-born  Americanizing  forces  and  meth- 
ods in  national  and  community  life.  Education  and  native-horn 
illiterates.     I^aturalization  processes  and  problems. 

Americanization  offers  many  lines  of  possible  work  and  worth, 
but  all  effective  service  calls  for  a  sympathetic  knowledge  of 
historical  and  racial  antecedents,  native  tendencies  and  immigrant 
ideals  as  the  basis  of  a  mutual  understanding  and  helpful  co- 
operation. It  is  the  purpose  of  this  course  to  enlarge  and  inten- 
sify the  workers'  vision  by  a  study  of  the  essential  factors  which 
contribute  to  genuine  Americanism. 

III.  Preparation  for  Citizenship 

A  course  for  instructors  in  citizenship  and  organized  com- 
munity civics. 

Privileges  and  duties  of  American  citizens.  Content  and 
method  in  preparing  aliens  for  citizenship.  Interpretation  and 
application  of  the  Nineteenth  Amendment.  Responsibilities  of 
all  citizens  in  political  life  and  progress.  Co-operating  agencies 
in  community  betterment,  ISTational  ideals  and  problems. 

Loyal  and  self-reliant  citizenship  is  the  rightful  goal  of  all 
Americanization  work.  It  is  a  priceless  legacy  to  all  who  inherit 
it  and  a  worthy  objective  for  all  who  earnestly  seek  its  privileges 
and  obligations.  Let  those  who  have  it  hold  high  its  standards 
of  life  and  service,  and  let  those  who  seek  it  at  our  hands  be  taught 
by  precept  and  example  to  come  with  high-souled  purpose  to 
help,  to  serve,  and  to  live  as  true  citizens  under  the  American 
flag. 


Pe^tnsylvania  4403 

5.    Reading 
Americanization  Information 
Submitted  by  Caroline  M.  Reedy,  Supervisor  of  American- 
ization, November  10,  1920. 

Total  population  (new  census  figures) 107,704 

Foreign  parentage   13,183 

Nationalities  of  foreign-born: 

Austrians 1,684 

Canadians 70 

English 410 

Germans 3,084 

Greeks 450 

Hungarians 272 

Irish 385 

Italians 1,205 

Russians 2,132 

Scotch 'i'9 

Turks 213 

Welsh T6 

Others 176 


Total  foreign-born 10,236 


"The  International  Institute  and  the  Y.  M.  C.  A.  of 
Readino;  School  conduct  classes  for  the  Americanization  of 
foreigners. 

"  The  Reading  School  District  maintains  free  evening 
schools  for  all  foreigners  in  four  of  the  public  school  build- 
ings on  four  evenings  of  each  week.  The  pupils  are  taught 
mainlv  bv  teachers  who  teach  in  the  dav  schools.  Thev  are 
supervised  by  the  continuation  school  principal. 

"All  teachers  should  be  specially  trained  and  certificated 
for  this  work.  They  must  be  energetic,  sympathetic  and 
especially  interested  in  foreigners.  The  success  of  any 
Americanization  class  depends  to  a  great  extent  on  the 
teacher's  personality." 

6.   Scranton 
The  following  letter  was  received  from  S.  E.  Weber,  Super- 
intendent of  Schools,  November  3,  1920: 

"All  of  the  Americanization  work  in  this  city  is  carried 
on  by  the  public  school  authorities. 


4404  United  States  Government 

"  The  present  population  (1920  census)  of  Scranton  is 
137,901,  Approximately  52  per  cent  of  this  population  is 
non-English  speaking.  Most  of  the  non-English  speaking 
adult  males  are  employed  in  the  mines.  We  have  approxi- 
mately thirty  (30)  different  nationalities  represented  in  this 
city." 

Mr.  Weber  also  submitted  the  following  report  of  work  in 
Scranton : 

One  of  the  big  outstanding  features  of  the  work  of  this  depart- 
ment has  been  the  education  of  the  non-English  speaking  men  and 
w^omen.  Twenty  teachers  were  employed  during  the  last  school 
term  to  give  instruction  to  adult  foreigners.  The  remarkable 
growth  of  the  enrollment  in  these  non-English  classes  from  a  class 
of  16  men  and  women,  five  years  ago  to  the  present  enrollment  of 
approximately  500  men  and  women  is  due  largely  to  the  increased 
interest  aroused  among  the  foreign-born  folk  for  instruction  in 
English  and  Citizenship. 

By  an  arrangement  with  the  U.  S.  Department  of  Labor,  non- 
English  pupils  who  have  completed  the  course  in  citizenship  as 
outlined  for  such  classes  are  given  Diplomas,  providing  these 
pupils  are  petitioners  for  naturalization  and  have  successfully 
passed  the  required  examinations.  Pupils  who  have  made  the 
Declaration  of  Intention  are  given  U.  S.  Department  of  Labor 
Certificates.  This  annual  commencement  for  citizenship  classes 
is  a  splendid  event.  On  March  9,  1920,  132  non-English  men  and 
women  were  given  Diplomas  and  Certificates  at  commencement. 
The  commencement  was  held  in  the  auditorium  of  Central  High 
School  and  was  attended  by  large  delegations  from  various  non- 
English  organizations  throughout  the  city  and  county.  The  Com- 
mencement, I  believe,  has  brought  the  work  of  the  evening  schools 
and  afternoon  classes  closer  to  the  non-English  speaking  people  of 
Scranton,  than  any  other  phase  of  publicity. 

Considerable  attention  was  given  this  year  and  last  year  to 
interest  the  non-English  speaking  women  in  the  work  of  the  after- 
noon classes.  It  is  a  pleasure  to  state  here,  that,  although  this 
work  is  in  its  infancy,  wonderful  things  have  been  accomplished. 
The  English  language  together  with  instruction  in  the  funda- 
mentals of  good  citizenship  are  given  to  these  women  for  two 
hours  in  the  afternoon.  Kindergarten  rooms  are  opened  for  this 
kind  of  instruction.  Children  come  to  the  afternoon  classes  with 
their  mothers,  and  while  the  mothers  are   learning   English,    the 


Pennsylvania  4405 

children  play  with  toys  and  kindergarten  material.  The  prospects 
for  making  this  line  of  work  a  bigger  factor  next  year,  look  very 
bright.  No  small  credit  for  the  success  of  these  classes  should  be 
given  to  the  various  women's  clubs  of  this  city.  These  clubs  will 
concentrate  all  Americanization  activities  during  the  early  part  of 
the  evening  school  term,  with  the  purpose  of  building  up  and 
helping  to  extend  the  work  of  the  Scranton  School  board  in  this 
direction. 

The  plan  of  having  classes  for  non-English  women  in  the  homes 
has  met  with  favor  among  the  foreig-n  women  themselves.  I 
should  recommend  that  this  line  of  work  be  extended  next  year  to 
take  in  other  parts  of  the  city  where  large  groups  of  non-English 
speaking  people  reside.  The  work  done  this  year  by  the  teachers 
of  the  afternoon  classes  deserves  special  mention.  Mothers  who 
could  not  speak  the  English  language  when  they  started  in  these 
afternoon  classes  are  now  able  to  carry  on  an  intelligible  conversa- 
tion, write  interesting  letters,  and  read  the  daily  newspapers. 

The  following  table  will  show  the  distribution  of  enrollment  in 
the  various  classes.  Both  evening  and  afternoon  classes  are  given 
in  this  table.  You  will  notice  that  by  far  the  largest  enrollment 
is  in  the  foreign  classes.  This  splendid  enrollment  is  undoubtedly 
due  to  the  intensive  Americanization  campaign  carried  on  last 
year  and  this  year  by  the  School  Board  of  the  City  of  Scanton. 

DISTRIBUTION  OF  ENROLLMENT 

Evening  Grade  Schools  and  Afternoon  Classes 

1918-1919  1919-1920 

No.  Classes         Enrollment  No.  Classes         Enrollment 


Foreign  Classes    .... 

19 

596 

20 

472 

Academic    Classes.  .  . 

6 

220 

5 

162 

Manual   Training     .  . 

4 

103 

3 

109 

Domestic   Science    . . 

K 

111 

10 

293 

Total   

34 

1030 

38 

1036 

The  strength  of  the  campaign  to  get  foreigners  into  the  evening 
and  afternoon  classes,  might  be  summed  up  by  stating  that  enthu- 
siasm, definiteness,  and  practical  methods  in  management,  were 
the  elements  that  brought  success.  The  campaign  to  get 
foreigners  into  the  evening  schools  and  afternoon  classes  started 
during  the  summer  of  1,918  by  making  a  survey  of  all  non-English 
speaking  people  over  16  years  of  age.    The  data  of  this  mrvey  was 


4406  United  States  Government 

collected  by  the  Compulsory  Education  Bureau.     Cards  used  for 
this  survey  show  the  following  data: 

Survey  of  Non-English  Syeaking  People  Over  16  Years  of  Age 

Name    

Age   Sex   

Address 

Present   employer    

Place  of  employment 

Nationality "Where  born  ? 

How  long  in  II.  S.  ? Native  ? 

Naturalized First  papers 

Speaks  English Speaks  what  language? 

Reads  or  writes  what  language 

Property  owner Lessee 

Contemplates  return  to  the  old  country  after  war 

Would  you  attend  evening  school  ? 

The  information  obtained  from  this  survey  gave  the  school 
board  and  everyone  else  concerned  a  definite  basis  upon  which  the 
Americanization  work  could  be  started. 

A  few  of  the  things  for  an  intelligent  campaign  were  as  follows : 
We  knew  the  approximate  number  of  purely  non-English  speak- 
ing people  in  the  city :  we  knew  the  number  of  non-English  speak- 
ing people  who  were  not  naturalized,  and  the  length  of  residence 
of  these  people  in  the  United  States,  we  knew  the  exact  location 
of  each  of  the  different  nationalities  in  different  wards  of  the  city. 
This  information  alone  was  worth  the  cost  of  the  whole  survey  for 
it  provided  us  with  the  means  of  knowing  just  where  to  locate 
schools  and  emphasize  the  campaign.  This  data  should  be 
studied  intensively  before  beginning  the  campaign  for  next  year. 
The  information  from  this  survey  should  be  consulted,  it  seems 
to  me,  when  you  recommend  locations  for  evening  schools,  next 
year. 

It  was  an  easy  matter,  after  the  data  of  the  non-English  survey 
had  been  tabulated  to  show  the  great  need  for  Americanization 
work  in  Scranton.  The  next  part  of  the  campaign  consisted  ol 
having  a  series  of  articles  on  Americanization  and  the  evening 
school  project,  written  by  the  Superintendent  of  Schools  and  the 
supervisor  of  evening  schools  running  in  the  daily  newspapers. 


Pennsylvania  4407 

These  articles  were  translated  and  run  in  all  the  foreign  news- 
papers coming  into  the  city.  I  might  state  here  that  the  news- 
papers of  the  city  were  always  willing  to  give  time  and  space  to 
the  campaign,  gratis.  While  on  the  subject  of  newspapers  it 
miglit  be  well  to  keep  in  mind  that  next  year,  a  share  of  the  print- 
ing of  bills,  posters,  cards,  etc.,  should  be  given  to  some  of  the 
papers  that  have  been  so  generous  with  space  for  the  Americaniza- 
tion work.  We  cannot  get  too  much  publicity  for  this  work  of 
Americanization. 

The  next  part  of  the  campaign  was  the  calling  of  a  conference 
on  Americanization  work  of  all  the  women's  organizations  of  the 
city.  The  purpose  of  the  conference  was  to  elicit  the  aid  of  these 
organizations  to  help  procure  as  large  an  enrollment  as  possible  of 
all  non-English  people  in  the  evening  and  afternoon  classes.  The 
original  plan  was  to  have  each  organization  assigned  to  a  certain 
district  where  there  was  to  be  a  night  school  or  an  afternoon  class. 
The  women  members  were  to  make  a  personal  visit  to  each  home 
—  they  were  furnished  with  a  list  of  names  obtained  from  the 
survey.  The  result  of  this  personal  canvass  of  the  women's  clubs 
was  very  gratifying  in  some  districts,  in  others  it  was  a  complete 
failure.  I  believe  the  failure  in  some  districts  was  due  to  the  fact 
that  the  ladies  did  not  adhere  to  the  original  plan  as  laid  dovm  at 
the  first  conference.  I  believe  that  the  women's  organizations  can 
be  a  very  great  assistance  to  the  schools  in  the  matter  of  procuring 
enrollment  for  the  various  foreign  classes.  I  would  suggest,  how- 
ever, that  next  year  the  women's  committees  concentrate  their 
efforts  on  procuring  the  enrollment  of  non-English  speaking 
women. 

In  addition  to  having  this  personal  canvass  worked  out  by  the 
women's  organizations  of  the  city,  the  whole  night  school  force 
were  asked  to  canvass  their  respective  districts  for  students.  The 
priests  representing  the  different  foreign  peoples  of  the  city,  in 
fact  the  entire  clergy,  were  asked  to  co-operate.  In  some  of  the 
foreign  churches  a  representative  of  the  evening  schools  spoke  to 
the  congregation  after  services. 

Every  society  was  visited  by  a  representative  of  the  evening 
schools  and  the  problem  of  evening  schools  as  regards  enrollment 
was  discussed.  The  same  thing  was  done  in  each  of  the  patriotic 
societies  of  the  city.  Some  of  the  foreign  societies  responded  to 
the  extent  of  having  a  committee  appointed  from  the  body  on 
Night  School  Enrollment.     The  same  system  should  be  followed 


4408  United  States  Government 

out  next  year,  with  probably  a  little  more  definiteness  in  regard 
to  the  speaking  program  of  those  teachers  that  give  the  talks 
before  the  various  societies.  I  believe  this  procedure  will  have  a 
stimulating  effect  on  the  enrollment  next  year. 

Slides  announcing  the  opening  of  night  school  and  the  advan- 
tages of  learning  English  were  run  for  one  week  in  most  of  the 
moving  picture  houses  in  the  city.  This  was  a  very  good  move 
and  I  think  it  should  be  continued. 

The  last  and  probably  the  best  part  of  the  campaign,  was  the 
calling  of  a  conference  of  the  employers  of  non-English  speaking 
people  who  work  in  or  about  the  mines.  One  hundred  men 
responded  to  the  first  call.  These  men  were  furnished  with  lists 
of  names  obtained  from  the  survey,  and  requested  to  canvass  each 
of  the  foreign  men  under  their  supervision  with  a  view  to  having 
them  enroll  in  the  evening  school  classes.  The  results  of  this 
practice  were  not  as  favorable  as  was  expected.  The  plan  worked 
out,  however,  as  a  result  of  these  conferences  with  the  employers 
of  foreign  labor  was  to  have  the  various  foremen  in  the  different 
collieries  bring  the  foreigners  in  groups  to  the  evening  schools 
on  stated  evenings  for  the  purpose  of  enrollment.  It  seems  that 
where  the  foreigner  has  been  brought  to  the  school  by  his  em- 
ployer, he  has  continued  in  the  work.  This  latter  plan  has  been 
the  most  successful  and  should  be  continued.  The  work  of  the 
Assistant  Supervisor  of  Evening  Schools,  Mr.  Thomas  Griffiths, 
among  the  employers  of  foreign  labor,  is  to  be  commended. 
This  phase  of  the  work  takes  considerable  time.  Although  we  are 
yet  in  the  experimental  stage,  we  are  getting  a  hearty  response 
from  the  employers  of  foreign  labor. 

I  would  recommend  that  some  method  of  co-operation  be 
worked  out  for  next  year  between  the  non-English  organizations 
of  the  city  and  the  public  evening  schools.  I  believe  that  the 
assistance  of  these  organizations,  if  it  can  be  procured  will  be  of 
great  help  in  building  up  attendance  and  bringing  the  subject  of 
night  schools  before  groups  from  which  we  expect  our  non-English 
enrollment.  I  am  led  to  this  conclusion  because  of  the  splendid 
showing  made  by  the  various  non-English  groups  at  the  last  citi- 
zenship commencement. 

The  problem  of  getting  the  non-English  speaking  people  into 
the  night  schools  will  be  greatly  lessened  next  year  by  reason  of 
the  fact,  that  we  now  have  the  hearty  co-operation  of  most  of  the 


TABLE  I 


ENROLLMENT  ACCORDING  TO  NATIONALITY 


Nationality 


Native 

Lithuanians. 

Polish 

Italians.  .  .  . 
Austrians. . . 
Russians .  .  . 
Ukrainians . 

Greeks 

Hebrew.  . .  . 
Syrians .... 

French 

English.  .  .  . 

Welsh 

Hungarians . 
Chinese. .  .  . 
Germans. . . 
Others 


Totals . 


Year  1918-19 


Male      Female      Total 
272  128  400 

15 


148 
74 
87 
17 
65 
31 
I 
8 


I 

4 
6 

31 

I 


718 


16 
50 
23 
14 
33 


8 
8 


3 

I 

33 


312 


163 
90 

137 
40 

79 
64 

I 
16 
8 
I 
7 
7 
64 


1030 


Year  1919-20 


Male  Female  Total 

312  272  584 

32  23  55 

115  56  171 

71  34  105 


16 
7 
3 
2 


3 

12 


5 
15 


593 


6 
2 
6 

5 
6 


I 
7 


7 
18 


443 


22 
9 
9 

7 
6 


4 
19 


12 
33 


1036 


TABLE  II 

EVENING  SCHOOL  ENROLLMENT  ACCORDING  TO  BIRTH  PLACE 


Totalenrollment 

Number^American  bom . 
Number  foreign  bom .  .  . 


Percent 
1916-17   of  total 


838 
393 
445 


100.0 
49  9 
53   I 


Per  cent  Per  cent 

1918-19   of  total    1919-20   of  total 

964  100.00    971  100.00 

400   41.49    606   60.35 

564   58.51     365   39  63 


AFTERNOON  CLASSES.     ENROLLMENT  ACCORDING  TO  BIRTH  PLACE 

1918-19, 

per  cent 

Total  enrollment 66 

Number  American  born 4 

Number  foreign  born 62 


1919-20, 

Total 

per  cent 

Total 

100 

00 

65 

100 

00 

9 

13 

9 

13 

.85 

90 

.87 

56 

86 

■  15 

Pennsylvania  4409 

mining  corporations  in  the  city,  which  plan  I  have  mentioned  in 
another  part  of  this  report.  \Yith  this  problem  solved,  we  have 
but  to  keep  the  pupils  in  school  until  such  time  as  he  has  mastered 
some  of  the  difficulties  of  the  English  language,  and  has  the  basis 
for  American  citizenship.  To  accomplish  this,  there  must  be  a 
constant  checking  up  of  attendance  for  both  teacher  and  pupil. 
Very  many  foreigners  drop  out  of  evening  school  because  the 
teacher  is  weak  and  fails  to  get  the  attention  necessary.  The  very 
best  teachers,  and  especially  those  that  possess  considerable  tact, 
are  necessary  to  teach  the  foreipiers.  I  would  recommend  that 
the  teachers  employed  for  this  kind  of  work  for  next  year  be 
selected  from  those  who  have  taken  special  training  for  teaching 
non-English  speaking  people.  If  we  procure  this  kind  of  teacher 
for  next  year,  success  is  assured. 

I  might  here  mention  that  your  supervisor  has  prepared  with 
considerable  work  a  new  course  of  studv  for  the  non-English 
speaking  pupils  in  the  evening,  and  afternoon  schools,  also  a  new 
course  of  study  for  the  domestic  science  classes.  All  parts  of  the 
present  course  of  study  have  been  somewhat  revised.  The  new 
course  of  study,  I  believe  will  be  of  inestimable  value  in  checking 
up  the  work  of  all  departments  next  year. 

The  following  table  shows  the  distribution  of  the  enrollment 
according  to  nationality  for  the  years  1918-19  and  1919-20.  (See 
Table  ISTo.  I  on  opposite  page.) 

The  following  table  shows  a  comparison  in  the  distribution  of 
enrollment  according  to  birthplace  for  the  years  1916-17, 
1918-19,  1919-20.     (See  Table  No.  II  on  opposite  page.) 

Evening  School  Enrollment  According  to  Birthplace 

Afternoon  Classes.  Enrollment  According  to  Birthplace 
You  will  probably  wonder  why  the  foreign-born  in  the  above 
table  do  not  equal  the  number  of  pupils  in  the  foreign  classes  as 
given  in  table  one  of  this  report.  You  may  wonder  also  why  the 
percentage  of  foreign-born  in  the  classes  this  year  is  smaller  than 
that  of  last  year.  On  the  surface,  these  figures  might  look  as 
though  there  had  been  very  little  progress  in  the  matter  of  inter- 
esting larger  numbers  of  non-English  speaking  people  in  the  even- 
ing and  afternoon  schools.  When  we  analyze  the  causes  for  this 
percentage  decrease,  we  can  readily  justify  the  statement  made  in 
the  first  part  of  this  report.    The  following  causes  have  tended  to 


4410  United  States  Goveknment 

reduce  the  percentage  of  foreign-born  pupils  in  the  Evening  and 
Afternoon  schools. 

1.  The  presence  of  illiterate  American-born  pupils  in  the 
'*' Foreiirn  Classes."  51  American-born  men  and  women 
attended  the  evening  and  afternoon  classes.  In  each  case  the 
man  or  woman  was  unable  to  read  or  write  the  English  lan- 
guage. We  have  found  it  very  satisfactory  to  have  these 
pupils  placed  in  classes  with  beginning  foreigners ;  the  prog- 
ress made  by  these  illiterate  American-born  pupils  Is  very 
remarkable. 

2.  The  increase  of  females  attending  the  Domestic  Science 
classes.  From  a  survey  made  last  winter,  we  find  that  84 
per  cent  of  the  girls  attending  the  Domestic  Science  centeis, 
come  from  homes  where  both  parents  are  foreign-born.  This 
is  a  very  fine  showing  for  these  figures  tell  us  that  the  foreign 
born  father  and  mother  of  Scranton  have  begun  to  see  the 
advantage  of  the  Evening  School,  not  only  to  himself,  but  to 
his  family.  Many  schools  have  in  attendance  the  father, 
mother  and  daughter. 

3.  The  enrollment  of  non-English  speaking  people  this 
year  as  well  as  other  years,  may  well  be  said  to  comprise  of 
"  New  Foreigners,"  persons  who  for  the  first  time  since  com- 
ing from  the  old  country  have  taken  advantage  of  the  free 
public  evening  and  afternoon  schools.  It  is  necessary  there- 
fore to  procure  as  it  were  a  new  crop  each  year,  if  we 
wish  to  continue  to  keep  somewhere  within  reach  of  our 
former  record  of  percentage  of  foreign-born  attending  the 
evening  and  afternoon  schools. 

4.  The  war  has  stopped  the  usual  flow  of  immigrants  to 
these  parts.  Many  pupils  have  been  received  into  the  even- 
ing schools  from  this  group  each  year  heretofore.  The  immi- 
grant who  has  been  in  this  country  for  some  time  does  not  feel 
the  need  of  an  education  as  much  as  the  new  immigrant.  It  is 
however  with  this  former  class  of  immigrants  that  we  need  to 
work  vigorously.  Many  of  these  people  have  the  wrong  con- 
ception of  our  laws,  customs,  and  ideals.  The  foreigner  has 
been  tricked,  robbed,  and  faked  so  many  times  that  nothing 
American  appeals  to  him.  We  are  glad  to  state  that  a  for- 
eigner cannot  come  under  the  instruction  of  our  teachers 
without  having  his  misconceived  notions  of  America  mate- 
rially changed. 


TABLE  III 

ENROLLMENT  ACCORDING  TO  STATUS  OF  CITIZENSHIP 

1918-19  1919-20 


Naturalized. 
First  papers . 

Aliens 

Natives .... 


Male 

Female 

Total 

Male 

Female 

Total 

139 

91 

230 

93 

66 

159 

159 

29 

188 

85 

27 

112 

172 

40 

212 

107 

53 

160 

272 

128 

400 

257 

348 

605 

Totals 742  288         1030  542  494         1036 


TABLE  IV 

AFTERNOON  AND  EVENING  CLASSES 

1916-17 

For  20  weeks 175 

For  16  weeks,  less  than  20 143 

For  12  weeks,  less  than  16 105 

For    8  weeks,  less  than  12 130 

For    4  weeks,  less  than    8 132 

For  less  than  4  weeks 153 

Totals 838 


I9I8-I9 

1919-20 

212 

168 

177 

372 
187 
140 
128 

124 
198 

122 
87 

1030 

1036 

Pennsylvania  4411 

The  following  table  shows  the  distribution  of  enrollment  ac- 
cording to  Status  of  Citizenship  for  years  1918-19  and 
1919-20.     (See  Table  No.  Ill  on  opposite  page.) 

Most  of  the  aliens  given  in  the  above  table  have  since  the  time 
the  data  was  collected  declared  their  intention  to  become  citizens 
of  the  United  States  of  America.  Seventy  aliens  out  of  the  above 
received  papers  in  time  to  be  eligible  to  take  examination  for 
United  States  Department  of  Labor  certificate. 

The  following  table  shows  the  distribution  of  enrollment  accord- 
ing to  membership  in  classes  for  number  of  weeks.  (See  Table 
No,  IV  on  opposite  page.) 

Afternoon  and  Evening  Classes 

The  academic  classes  were  not  as  popular  this  year  as  last 
year.  These  classes,  however,  have  been  doing  very  fine  work. 
I  was  agreeably  surprised  to  learn  that  a  large  number  of  the 
young  men  enrolled  in  these  classes  were  preparing  for  civil 
service  examinations.  By  far  the  largest  number  attending  the 
academic  classes  are  males  between  the  ages  of  16  and  21  years. 
The  new  course  of  study  mentioned  in  another  part  of  this  report 
should  offer  sufficient  inducement  for  a  larger  number  of  young 
men  and  women  who  have  not  had  the  opportunity  to  finish  the 
grammar  school  course,  to  enroll  next  year  as  students  in  the 
academic  classes. 

Three  Manual  Training  Centers  were  open  in  the  evening  dur- 
ing the  last  year  1919-20.  The  exhibition  of  work  done  in  this 
department,  held  in  the  various  centers  at  the  close  of  the  schoool 
term  showed  that  this  line  of  work  is  meeting  with  a  very  popu- 
lar demand  and  should  be  continued.  The  Manual  Training 
teachers  are  to  be  commended  for  the  excellence  and  character  of 
their  work.  It  seems  to  me  that  no  young  man  can  afford  to  miss 
the  opportunity  and  privilege  of  attending,  for  at  least  one  term, 
a  class  in  Manual  Training. 

The  most  popular  course  in  the  evening  schools  last  year  was 
the  Domestic  Science  Course,  particularly  the  subject  of  sewing. 
293  ladies  bet^^een  the  ages  of  16  and  50  attended  these  classes. 
This  large  enrollment,  I  believe,  is  primarily  due  to  your  very 
wise  selection  of  teachers  for  this  department.  In  the  sewing 
classes,  every  conceivable  piece  of  ladies'  wearing  apparel  was 
made  by  the  students  in  this  department  last  year.  The  cooking 
classes  have  measured  well  up  to  the  recognized  standing  for  such 


4412 


United  States  Government 


classes.    Eighty  young  women  in  this  department  were  present 
every  evening  during  the  term. 

The  following  table  will  show  the  distribution  of  enrollment 
according  to  age  for  the  evening  school  and  afternoon  classes. 


Evening  Schools  (Grade) 

Number  Number 

1916-17  Total    1918-19 

Between  14  and  16 210  25.06       198 

Between   16  and  21 364  43.43       286 

Between  21   and  25 109  13.01         81 

Between  25  and  30 81  9.66       123 

Over    30 74  8.83       276 

Totals    838  100.00       964 


Number 
Total    1919-20 


20.53 
29.64 
8.40 
12.75 
28.61 


193 
395 
126 
128 
129 


100.00       971 


Total 
19.87 
40.29 
12.84 
13.05 
13.15 

100.00 


Afternoon  Classes 

Number  Number 

1916-17       Total  1918-19 

Between  14  and  16 No  data  .... 

Between   16  and  21 3 

Between  21  and  25 6 

Between  25  and  30 15 

Over   30    42 

Totals    66 


Number 

Total 

1919-20 

Total 

1 

1.54 

4.54 

2 

2.08 

9.08 

7 

10.78 

22.70 

14 

21.56 

63.48 

41 

63.14 

100.00 


65 


100.00 


The  evening  grade  schools  and  afternoon  classes  under  your 
wise  and  constant  direction  have  great  promise  for  the  future. 
The  special  interest  you  have  shown  this  year  as  well  as  in  former 
years  is  appreciated  far  more  than  you  realize.  We  hope  that 
this  interest  will  continue,  and  that  the  evening  schools  and  after- 
noon classes  will  continue  to  fill  an  evident  need  for  the  city  of 
Scranton. 

Respectfully  submitted, 

Thomas  Fkancis, 
Supervisor  of  Grade  Evening  Schools. 

Address  by  S.  E.  Weber,  Superintendent  of  Schools,  Scranton, 
before  the  Pennsylvania  Branch  of  the  National  Congress  of 
Mothers,  Lebanon,  Pennsylvania,  October  4,  1919; 


Pennsylvania  4413 

THE  KINDERGARTEN  AS  AN  AMERICANIZER 

Thru  the  child  the  race  speaks  a  universal  language.  The 
child  is  the  Rosetta  Stone  which  reveals  the  interests  common 
to  humanity  everywhere.  ISTo  other  bond  of  national  unity  can 
be  found,  to  bind  together  indissohibly  all  the  racial  elements  in 
our  minds.  In  the  presence  of  the  child,  race,  language,  customs, 
traditions,  prejudices,  and  beliefs  must  take  a  secondary  place. 
In  our  present  discussion  the  child  is  the  basis  of  our  program  of 
Americanization. 

Xon-English-speaking  parents  may  not  sense  the  significance 
of  what  we  mean  by  Americanisms  (I  am  not  altogether  certain 
whether  we  know  ourselves)  and  they  may  even  seem  to  be  indif- 
ferent to  its  appeals,  but  they  are  vitally  interested  in  their  own 
children  and  in  such  fundamental  considerations  as  those  of 
home,  love,  sympathy,  food,  shelter,  health,  work,  leisure,  and 
companionship. 

These  are  the  instinctive  longings  of  the  human  heart.  For- 
tunately these  instincts  are  not  confined  to  Americans.  But  may 
I  pause  long  enough  to  say  that  the  highest  and  noblest  ministra- 
tions to  these  needs  reflect  to  the  best  advantage  the  spirit  of 
America  ? 

My  first  appeal  then  is  for  us  to  approach  our  problem  on 
these  common  gi-ounds  rather  than  on  the  more  or  less  obscure 
definition  of  Americanism.  By  reason  of  such  obscurity  in  the 
mind  of  the  immigrant  our  efforts  to  reach  him  have  often  been 
hindered  and  sometimes  defeated.  He  has  been  suspicious  of 
our  motives. 

Lack  of  tact  on  the  part  of  some  of  those  in  charge  of  food- 
conservation  meetings  served  to  widen  the  gap  of  group  relation- 
ships instead  of  closing  it.  Instances  are  known  where  whole 
assemblies  disbanded  for  fear  of  becoming  entrapped.  Largely 
for  the  same  reason  chairmen  of  health  bureaus  and  better-hous- 
ing com.mittees,  compulsory  school  attendance  officials  have  to 
wear  the  badge  of  the  law  to  gain  access  to  many  of  the  homes 
of  the  unnaturalized.  As  long  as  results  have  to  be  gotten  thru 
compulsion  rapid  headway  need  not  be  expected.  The  rule  of 
force  must  give  way  first  to  the  knowledge  of  a  common  purpose 
and  a  mutual  effort  to  achieve  that  purpose. 

Nor  does  the  mere  use  of  the  American  language  assure  the 
accomplishment   of  our   subject.      Language   is   but  a  necessary 


4414  UiMiTED  States  Government 

means  of  communication.  English  is  the  adopted  tongue  of  this 
nation.  It  is  the  language  of  the  street,  the  market-place,  the 
press,  the  pulpit,  the  forum,  the  book  and  the  magazine,  the  pub- 
lic school.  This  being  the  case,  of  coui-se  we  hold  its  use  indis- 
pensable in  the  Americanization  movement.  Let  as  not  think 
of  language  as  the  chief  end  of  our  efforts  —  and  thus  put  in  our 
own  path  an  unnecessary  obstacle  by  seeking  to  deprive  the  immi- 
grant of  the  language  he  brings  to  this  country.  If  the  ability 
to  use  the  English  language  were  a  sure  guaranty  of  loyalty  to 
this  government  and  its  basic  institutions,  the  bolshevist  and  the 
anarchist  would  be  compelled  to  remain  strangers  to  it. 

jSTor  is  the  naturalization  an  unfailing  guaranty.  The  w^ar  has 
shown  that  men  may  use  the  cloak  of  naturalization  as  a  ruse  to 
betray  their  adopted  country.  N'or  even  is  public  demonstration 
of  patriotic  fervor.  ]^ative-born  Americans  have  been  known  to 
boast  of  their  loyalty  in  public  and  in  private  to  thrust  their 
poisonous  daggers  into  the  very  vitals  of  our  basic  institutions, 
or  they  may  be  the  very  ones  who  are  guilty  of  defrauding  an 
unsuspecting  neighbor  or  even  blatantly  looting  the  public  treas- 
ury or  the  American  ballot  box.  Such  men  are  not  only  un-Amer- 
ican, but  they  are  a  thousand  times  greater  menace  than  any 
illiterate  immigrant.  'No,  Americanism  is  made  of  sterner  stuff 
than  their  ilk  ever  dream  of.  If  such  were  Americans,  it  would 
be  high  time  for  us  to  take  steps  to  Americanize  Americans. 

Then  why  attempt  to  rob  the  immigrants  of  all  they  hold  dear 
—  language,  customs,  racial  traditions,  religious  beliefs?  Where 
did  the  spirit  of  America  have  its  birth,  if  not  in  the  hearts  of 
the  pioneer  immigrants  to  America  ? 

Let  us  assume  that  they  are  Americans  at  heart,  striving  for 
the  attainment  of  the  ideals  which  prompted  them  to  come  to 
America,  such  as  life,  liberty,  and  the  pursuit  of  happiness. 
Their  aspirations  in  coming,  like  those  of  our  forbears,  centered 
about  freedom  from  oppression,  freedom  of  thought  and  speech, 
opportunity  to  rise  in  the  economic,  social,  and  political  life  of 
the  new  land,  equality  to  develop  to  the  full  capacity.  What 
they  need  now  is  the  environment  to  enable  them  to  realize  even 
more  than  their  .nost  cherished  hopes.  That  environment  must 
have  the  iumiigrant's  home  as  the  center. 

John  Fiske  made  the  whole  world  liis  debtors  by  pointing  out 
that  the  dependence  of  the  human  child  during  the  period  of 
infancy  makes  necessary  the  monogamic  family,  a  home  presided 


Pennsylvania  4415 

over  by  a  solicitous  father  and  mother  who  keep  and  guide  their 
own  offspring  to  maturity.  Such  a  home  makes  for  morality, 
decency,  social  stability,  government,  and  even  religion. 

Wherever  the  public  kindergarten  exists,  there  the  first  oppor- 
tunity presents  itself  to  make  the  point  of  contact  with  the  immi- 
grant's home.  The  kindergartner  seeks  it  out  with  a  view  to 
garnering  the  children  of  kindergarten  age.  Fortunately  no 
compulsory  school  law  reaches  so  low  an  age  level.  A  sufficient 
number  of  kindergartens  of  the  right  type  go  far  to  make  a  com- 
pulsory school  law  in  force  at  a  later  age  of  childhood  a  dead 
letter  in  most  cases.  Four  years  of  practise  in  sending  children 
to  school  regularly  make  most  parents  unconscious  of  the  oper- 
ation of  the  law  when  the  child  reaches  its  eighth  birthday.  The 
law  is  then  doubly  effective  because  both  the  letter  and  the  spirit 
are  observed. 

The  kindergartner  has  the  advantage  over  the  grade  school 
teacher  in  that  she  seeks  to  establish  personal  relationship  in  the 
home  while  the  mother's  care  is  most  closely  knit  to  the  welfare 
of  the  child.  In  Pennsylvania  almost  half  of  the  children  in  our 
public  schools  come  from  the  homes  of  immigi'ants.  If  kinder- 
gartens were  o-enerallv  established  in  the  Commonwealth  manv  of 
the  children  likely  to  attend  parochial  schools  later  could  also  be 
reached  and  given  the  benefit  of  kindergarten  training. 

Out  of  100,000,000  inhabitants  in  the  United  States,  25,000,- 
000  are  of  alien  parentage.  Think  of  what  service  the  kinder- 
gartner can  be  to  the  alien  mother  who  may  not  know  how  to  care 
properly  for  her  offspring  in  our  congested  American  cities ! 
Or  if  the  kindergartner  is  not  in  position  to  render  the  necessary 
assistance,  she  can  report  the  case  to  the  district  nurse  associa- 
tion, to  the  department  of  health,  the  associated  charities,  or  to 
some  other  public  agency. 

Most  of  these  mothers  came  from  rural  sections,  in  the  open 
country,  where  sunshine,  pure  air  and  pure  water  could  be  had  in 
abundance.  To  many  of  them  the  white  plague  was  unknown. 
Today  more  than  300,000  children  perish  annually  in  the  United 
States  during  the  first  year  of  infancy  —  six  times  our  losses  in 
the  World  War.  The  great  mass  of  these  belong  to  non-English- 
speaking  homes,  where  the  parents,  three  to  nine  children,  a  half- 
dozen  or  more  boarders  occupy  two,  three,  or  more  seldom,  five 
rooms. 


4416  United  States  Government 

Bringing  the  children  of  such  immigrants  into  the  kinder- 
garten is  the  initial  touch  of  the  immigrant  home  with  the  most 
potential  Americanization  agency  among  us.  The  children  have 
no  difficulty  in  learning  to  speak  the  conunon  language,  to  j^rac- 
tise  American  customs,  to  participate  in  all  the  gi'oup  activities 
of  American  children.  As  soon  as  we  reach  the  child  we  reach 
the  mother  also.  If  we  fail  to  link  her  permanently  to  us  and 
the  one  great  institution  which  includes  all  in  its  scope  of  oper- 
ation, we  have  failed  in  taking  advantage  of  an  opportunity  to 
reach  her  most  effectively. 

Svstematic  visitation  at  the  homes  of  kindergarten  children 
is  a  prime  necessity.  Common  counsel  is  needed  to  care  properly 
for  the  kindergarten  child.  Exchange  of  ideas  between  teacher 
and  mother  is  mutually  helpful.  Regularity  of  attendance,  food, 
sleep,  health,  and  play  furnish  an  ample  program.  Home  visits 
should  gradually  be  supplemented  by  the  mothers'  monthly  group 
meetings. 

The  mothers  in  these  alien  homes  are  oftentimes  timid  and 
diffident.  They  shrink  from  the  public  gaze.  Their  language 
forces  them  into  shyness  and  seclusion.  The  husband  and  chil- 
dren have  had  advantages  to  make  contacts  with  American  life 
which  have  been  denied  to  them.  The  kindergartner  is  in  posi- 
tion to  remedy  such  a  deplorable  situation.  She  has  their  con- 
fidence. She  is  in  position  to  teach  them  the  same  language  their 
children  learn  in  school  and  on  the  street,  to  read  the  books  their 
children  read  in  the  primary  grades,  to  write  a  friendly  letter  or 
a  business  letter,  to  make  out  a  check  or  a  money  order,  to  consult 
reliable  sources  of  information,  to  do  their  shopping  in  the  Ameri- 
can language,  how  to  buy  their  wearing  apparel  in  good  taste, 
how  to  throw  off  characteristics  which  serve  to  make  them  con- 
spicuous in  the  presence  of  others.  Above  all,  the  kindergartner 
can  assist  the  mother  to  maintain  the  respect  of  her  husband  and 
cliildren.  The  instruction  given  will  open  the  way  for  the  mother 
to  attend  afternoon  classes  conducted  in  the  kindergarten  room  by 
the  kindergartner  or  to  accompany  her  husband  to  an  evening  class 
open  to  both  men  and  women. 

In  a  kindly  way  the  kindergartner  can  point  out  to  the  mothers 
in  immigrant  families  the  necessity  of  covering  and  destroying 
garbage,  exterminating  the  deadly  fly  and  filthy  vermin,  the 
guarding  of  milk  and  other  food  against  contamination,  the  sani- 
tary disposing  of  sewage,  protecting  the  water  supplied  to  the 


Pennsylvania  441Y 

family,  clearing  the  yard,  road,  and  neigh])orhood  of  broken  glass, 
rusty  nails,  and  cans. 

These  women  ought  to  be  informed  by  rhe  kindergartner  what 
steps  their  husbands  need  to  take  to  become  naturalized  so  that 
they  may  urge  them  to  ap]>ly  for  their  naturalization  papers. 
Every  immigrant  home  will  welcome  the  kindergartner  who  can 
advise  them  how  to  secure  reliable  medical  assistance,  widow's 
pensions,  damages  under  the  compensation  law,  trustworthy  legal 
advice,  the  services,  of  an  honest  undertaker,  places  to  make  safe 
investments. 

In  the  mothers'  meetings  held  in  the  school-buildings  the  fore- 
going items  and  others  of  similar  import  can  be  taken  up  first 
and  then  the  time  can  be  pleasantly  and  profitably  spent  on  stated 
occasions  by  reviving  some  of  their  foreign  customs  of  dress,  food, 
music,  or  of  some  other  phases  of  common  interest.  In  this  way 
the  mothers'  meeting  becomes  a  clearing  house  for  the  exchange  of 
ideas  between  them  as  well  as  the  opening  wedge  for  the  tactful 
introduction  of  approved  American  customs.  Gradually  a  few 
tactful  American  women  should  be  suggested  as  members  of  these 
meetings  with  a  view  to  further  social  adaptation  and 
amalgamation. 

The  process  of  social  amalgamation  is  slow.  It  is  not  perfected 
by  a  few  pink-tea  calls.  Everything  that  is  worth  while  takes 
time  to  develop. 

The  kindergariei!  teacher  can  render  large  service  to  the  im- 
migrant mother  in  helping  her  plan  for  the  education  of  her  chil- 
dren, in  showing  the  advantages  of  keeping  the  children  in  school 
regularly,  and  of  having  them  continue  their  studies,  in  keeping 
her  informed  on  the  kinds  of  employment  available  for  her  chil- 
dren, and  in  advising  her  on  the  care  to  be  exercised  in  the  choice 
of  clean-thinking  companions  for  her  children;  in  brief,  in  lend- 
ing a  helpful,  sympathetic  hand  for  the  solution  of  any  perplexing 
problem. 

Who  would  have  been  so  rash  ten  years  ago  as  to  predict  the 
serious  discussion  of  the  topic  you  have  seen  fit  to  assign  to  me 
on  the  program  in  the  year  1919  {  And  yet  1  make  bold  to  say 
that  the  future  use  of  the  kindergarten  as  a  potential  Americaniza- 
tion agencv  will  make  for  its  earlv  establishment  as  a  part  of 
every  public  school  system  in  every  state  and  community  with 
farge  numbers  of  non-English-speaking  residents.      J"o  discuss  the 


4-ilS  United  Statks  Govkrnmkxt 

topic  of  Americanization  is  to  urge  the  extension  of  the  public 
kindergarten  to  such  communities. 

There  are  still  to  be  found  manv  well-intentioned  folk  who  are 
unable  to  justify  the  expenditure  of  public  funds  for  the  main- 
tenance of  public  kindergartens.  If  it  can  be  demonstrated  to 
them  that  the  kindergarten  is  the  most  effective  means  of 
assimilating  non-English-speaking  mothers,  as  well  as  the  chil- 
dren of  non-English  mothers,   their  opposition  will  disa]>j>ear. 

The  children  in  the  grade  schools  nre  soon  so  completely 
Americanized  that  you  can  not  distinguish  them  from  the  chil- 
dren of  native-born.  Admitting  them  to  the  public  kindergarten 
one  or  two  years  earlier  than  they  are  now  admitted  to  the  first 
grade  only  serves  to  hasten  the  process,  with  the  added  advantage 
that  the  motlier  also  becomes  a  part  of  American  life  during  the 
process. 

S.  E.  WEBER. 

Scranton,  Pa. 


NOTE  ON  CHAPTER  XXXVII 

South  Carolina 

Letter  from  J.  E.  SHvearingen,  State  Superintendent  of  Educa- 
tion, Columbia,  October  18,  1920: 

"  South    Carolina    is   usinff   every   energy   to   create    and 
develop  her  citizenship. 

^'  Few  foreigners  come  among  us.     Illiteracy  among  the 
whites  has  been  greatly  reduced.     Fnluckily  illitei*acy  among 
the  negroes  is  still  too  prevalent.     An  energetic  campaign  is 
under  way  to  remove  illiteracy  from  all  our  population." 
Xote  to   Chaptei' 

NOTE  ON  CHAPTER  XL 
Texas 


1.  El  Paso 


Letter    from     A.    H.    Hughsey,     Superintendent    of    Schools, 
November  10,  1920: 

"  The  cen&us  fig-ures  for  El  Paso's  population  are  87,000, 
exclusive  of  the  Smelter  S'ettlement  of  about  6,000  popula- 
tion and  of  Fort  Bliss. 


Texas  4419 

"As  to  the  number  of  people  of  foreign  birth  in  El  Pa?o 
and  their  nationality,  I  would  estimate  it  to  be  abont  25 
per  cent,  more  than  9/10  of  whom  are  Mexicans. 

"  They  are  employed  mainly  in  the  cheaper  grades  of 
la-bor  in  practically  all  industries  of  the  city. 

''  The  city  public  school  system  supported  by  city  and 
state  funds  provides  day  schools  for  all  children,  of  course. 
The  school  system  also  operates  three  night  schools,  one  of 
which  is  entirely  for  teaching  English  to  Mexicans  and  such 
Americanization  as  naturally  accompanies  this  work.  This 
night  school  does  not  reach  more  than  four  to  six  hundred 
in  enrollment,  and  it  is  difficult  to  persuade  Mexicans  to 
take  out  naturalization  papers  in  this  country.  We  are  will- 
ing to  provide  night  school  instruction  for  all  people  of 
foreign  birth  who  can  be  induced  to  attend. 

"  I  do  not  know  of  any  industries  which  are  conduct- 
ing Americanization  work.  There  are  many  church  schools 
and  mission  activities  which  are  taking  up  work  that  could 
be  considered  Americanization.  For  example,  the  Lydia 
Patterson  Institute  of  this  city  is  exclusively  devoted  to 
Mexican  pupils. 

"  The  foreign  elements  in  El  Paso  which  are  not  Mexican 
are  so  small  as  to  be  lost  in  the  general  population.  That 
is,  they  merge  with  the  remainder  of  the  population  except 
for  a  Chinese  element  and  a  small  group  of  Syrians.  The 
Mexican  who  comes  here  from  Mexico  generally  expects  to 
return.  Very  little  headway  is  possible  toward  making 
American  citizens  of  them. 

"  I  do  not  know  of  any  new  activity  to  recommend  for 
El  Paso  in  the  way  of  Americanization." 

2.  Galveston 
Letter    from    John    W.    Hopkins,    Superintendent    of    Public 
Schools,  November  5,  1920: 

"  The  number  of  foreign-born  peo])le  in  Galveston  is  not 
great,  and  there  has  been  little  or  no  immigration  since 
1914.  We  maintain,  in  connection  with  our  public  schools, 
a  night  school  for  foreign-born  students  of  any  age.  We 
have  enrolled  in  this  night  class  from  ten  to  forty  people 
who    cannot    speak    English.       The    present    enrollment    is 


4420  United  States  Govekn^fext 

twenty-two.       These    })eople    are    Mexicans.    Italians,    and 
Russian  Jews;  a  few  other  nationnlilies  nv?  rpprese^ited. 

"  Galveston  is  not  an  industr^'?!  center.  The  business 
of  Galvo.-ton  is  done  almost  '.^^xdusively  on  tlie  water  front, 
and  the  labor  employed  is  iarg(i!y  negro  labor.  The  people 
who  have  entered  this  port  in  years  past  from  foreisju 
countries,  proceed  inland  to  other  points  in  Texas,  and  to 
the  States  north  and  west  of  us.  The  Americanization 
problem  in  Galveston  is  not  one  of  great  importance,  and 
is  being  taken  care  of  in  the  manner  above  mentioned." 

3.  San  Antonio 

Letter    from    Jeremiah    Rhodes,    Superintendent    of    Schools, 
November  5.  1920: 

"The  population  of  San  Antonio  is  161,803,  United 
States  census.  We  have  over  40,000  Mexicans  here,  most 
of  whom,  are  foreign-born.  We  have  a  few  other  foreign- 
born.  We  have  about  25  ])er  cent  native-born  citizens  of 
German  descent;  a  few  French,  Italians,  Poles.  We  have 
fully  10,000  negroes,  if  not  more;  not  nearly  all  of  them 
attend  school.  We  have  approximately  3,000  negro  children 
enrolled  in  our  public  schools ;  and  a  few  attend  private  and 
parochial  schools. 

"'  ]\rost  of  the  Mexicans  and  negroes  work  on  farms, 
ranches,  and  doing  rough  work  in  the  city.  Xative  Mexicans 
speaking  English,  work  as  truck  drivers,  in  factories  — 
(which  use  a  number  of  Mexican  girls) —  and  some  are 
clerks.  These  are  generally  educated  in  the  public  schools, 
although  they  hardly  ever  go  any  farther  than  the  seventh 
grade ;  and  adults  have  opportunity  in  the  night  schools  for 
learning  English   and  the  English  branches. 

'"  There  are  the  usual  community  centers,  conducted  by 
different  organizations  —  Y.  M.  C.  A.,  Y.  W.  C.  A.,  Jewish 
Associations,  and  Xational  Catholic  Welfare  Association. 

"Americanizataion  work  is  carried  on  in  our  public 
schools,  especially  in  our  Mexican  districts.  We  do  not 
segreate  the  Mexicans,  Imt  there  are  a  number  of  our  schools 
where  the  enrollment  is  nearly  purely  Mexican.  We  are 
accomplishing  a  good  work  in  these  particular  schools  and 
find  the  Mexicans  make  good  citizens.    Of  course  our  greatest 


Washington  4421 

proHem  here  is  the  Mexican  as  we  have  more  of  them  than 
any  other  nation.  The  Chamber  of  Commerce  also  conducts 
Americanization  work;  and  we  have  an  Americanization 
S'ociety  here." 


NOTE  ON  CHAPTER  XLII 
Vermont 


1.  Montpelier 

Letter   from    S.    C.    Hutchinson,    Superintendent   of   Schools, 
Kovember  1,  1920: 

"  We  do  not  have  a  large  number  of  foreigners  —  what 
we  do  have  are  mostly  Italians.  There  are  some  Spaniards. 
They  are  employed  mostly  in  the  Granite  industry.  The 
local  churches  and  Women's  Club  and  Public  Schools  have 
made  various  attempts  to  offer  instruction,  but  they  have 
never  been  very  successful.  We  need  either  a  strenuous 
campaign  for  attendance  or  a  compulsory  education  law  for 
non-English-speaking  foreigners." 


NOTE  ON  CHAPTER  XLIII 
Virginia 


1.  Richmond 

Letter  from  A.  H.  Hill,  Superintendent  of  Schools,  !N'ovember 
2,  1920: 

"We  have  nine  Americanization  classes  with  one  hun- 
dred and  thirty-two  pupils.  Many  of  these  are  just  learning 
to  read  and  write  English,  though  we  have  two  advanced 
classes  who  are  studying  Civics  and  History  and  expect  to 
take  out  their  second  papers  next  spring. 

"  The  number  of  foreigTiers  with  us  is  comparatively  small, 
and  they  do  not  constitute  any  very  large  problem.  We  are 
offering  courses  to  all  in  need  of  them." 


NOTE  ON  CHAPTER  XLIV 
Washington 


1.  State   Activities 

Letter  from  Josephine  Corliss  Preston,  State  Superintendent 
of  Education,  Olympia,  September  18,  1920: 


4422  United  States  Government 

"  The  American  Legion  is  doing  much  fine  work  in  this 
state  in  training  aliens  for  citizenship.  A  plan  has  been 
worked  ont  involving  training  classes  of  applicants  by  the 
last  preceding  class  of  naturalized  citizens  under  the  auspices 
of  the  Legion." 

2.  Seattle 
Following  is  a  report  on  Americanization  work  of  the  Seattle 
Public  Schools,  submitted  hy  S.  E.  Fleming,  Vocational  Director 
of  Education,  November  17,  1920: 

The  first  attack  of  the  Americanization  problem  by  the  Public 
Schools  has  been  to  ascertain  the  facts.  An  Americanization  cen- 
sus has  been  taken  for  the  past  two  years  in  May  in  connection 
with  the  regular  census.  This  census  ought  to  be  unusually  ac- 
curate because  it  is  made  with  a  grammar  school  district  as  the 
unit  and  by  an  enumerator  residing  in  the  district  in  which  he 
works  with  the  cooperation  of  the  principals  and  teachers  of  the 
school. 

The  language  used  in  the  home  has  been  the  basis  of  the 
census.  In  the  1920  census  1,850  homes  were  found  in  which 
a  foreign  tongue  was  used  exclusively.  One  thousand  four 
hundred  and  forty-one  were  counted  as  using  both  English  and 
a  foreign  language.  In  319  homes  the  services  of  an  interpreter 
were  required  to  get  the  information  desired. 

Segregated  by  racial  groups  the  figures  are  as  follows : 

Armenian 13  Greek IG 

Austrian 4G  Hebrew 36 

Arabic 1  Hungarian ] 

Assyrian 2  Icelandic 11 

Belgian 37  Indian 1 

Bohemian 13  Irish 4 

Czech 2  Italian 555 

Chinese 78  Japanese 525 

Croatian    7  Jewish 197 

Danish 42  Jugo-Slav 1 

Dutch 28  Korean 1 

Filipino 3  Lettish 3 

Einnish 98  Lithuanian 42 

Flemish 4  Norwegian 340 

Erench 80  Polish 55 

German 248  Russian 97 


Washingtu.v  4423 

Slavonian    22  Swedish 487 

Scotch 4  Syrian 14 

Serbian 11  Welsh 10 

Spanish 155  Yiddish 1 


The  largest  number  in  any  one  grammar  school  district  is  399 
in  the  Oriental  section  of  the  city.  Four  other  districts  show  225, 
221,  151  and  125.  In  each  of  the  remaining  71  districts  there  are 
less  than  100    with  two  as  the  minimum  for  any  district. 

Intensive  work  is  being  done  in  two  districts  where  the  figures 
indicate  the  need  to  be  the  greatest.'  A  teacher  is  employed  to 
visit  in  the  homes  and  to  teach  classes  for  the  mothers  in  each  school 
twice  a  week.  She  conducts  classes  in  the  homes  whenever  she  can 
get  a  neighborhood  group  together. 

The  principals  have  been  given  the  names  and  addresses  of  the 
homes  in  their  districts  in  which  a  foreign  language  is  used.  An 
effort  is  being  made  to  get  the  members  of  the  Parent-Teacher 
Associations  to  assist  in  visiting  the  homes.  Wherever  a  group 
of  mothers  can  be  gotten  together,  classes  are  organized,  meeting 
in  the  afternoons.  Intensive  visitation,  however,  has  been  found 
to  be  absolutely  necessary  to  establish  and  keep  up  interest  in  such 
classes. 

Last  year  a  total  of  108  mothers  were  enrolled  in  afternoon 
classes  in  three  grammar  school  districts.  Classes  are  in  opera- 
tion in  two  districts  this  year  with  preliminary  home  visitation 
work  being  done  in  three  others. 

Evening  school  classes  form  an  important  part  in  the  program 
of  the  Seattle  Public  Schools  the  same  as  in  all  other  cities.  Eight 
different  centers  are  maintained  where  English  for  Foreigners' 
classes  are  conducted.  These  classes  enrolled  a  total  of  127 
last  yeai".  They  are  conducted  for  six  months  in  seven  centers  and 
all  the  year  round  in  one  center. 

There  is  the  closest  cooperation  between  the  schools  and  the 
naturalization  office  to  reach  applicants  for  citizenship.  Pupils  in 
the  high  school  civics  classes  carry  an  invitation  to  attend  the 
Americanization  classes  to  all  who  file  for  citizenship  papers.  A 
diploma  is  issued  jointly  by  the  Bureau  of  jSTaturalization  and  the 
Public  Schools  to  petitioners  who  complete  the  civics  course  for 
new  citizens  provided  in  the  evening  schools. 


4424  United  States  Government 

NOTE  ON  CHAPTER  XLVII 
Wyoming 


1.  State  Activities 

Letter  from  James  R.  Coxen,  State  Director  for  Vocational 
Education,  Laramie  (formerly  State  Superintendent),  October 
25,  1,920: 

"  ISTothing  has  been  done  in  Wyoming  during  the  past  two 
years  with  regard  to  the  education  of  adults  and  of  minors 
over  16  years  of  age  so  the  information  which  you  have 
on  the  subject  is  probably  accurate  and  complete. 

"  We  are  hoping  to  secure  from  our  State  legislature  in 
January  assistance  for  two  new  lines  of  educational  work; 
one  for  evening  class  work  among  aliens,  and  the  other 
a  compulsory  part-time  law  providing  for  attendance  at 
part-time  schools  of  five  hours  per  week  of  young  workers 
between  the  ages  of  14  and  18  years." 

2.  Casper 

Letter  from  A.  A.  Slade,  Superintendent  of  Public  Schools, 
October  20,  1920: 

"  Last  year  in  this  State,  classes  in  Americanization  work 
were  held  in  a  few  places  at  local  expense.  There  were  seven 
such  classes  in  Rock  Springs,  with  an  enrollment  of  125 ; 
two  of  these  classes  were  for  women.  The  average  attend- 
ance of  these  classes  was  81  per  cent  for  a  period  of  three 
months. 

"At  Hanna,  some  excellent  work  was  done,  also,  as  well 
as  at  Sheridan,  Kemmerer,  Sun  Rise,  and  a  few  other  places. 

"  Wyoming  has  more  than  25,000  people  of  foreign  birth 
and  parentage. 

"  We  are  hoping  to  be  able  to  do  more  this  year  than 
last.  You  will  note  that  I  am  no  longer  in  the  office  of  Com- 
missioner of  Education.  I  shall  endeavor  to  have  a  class  in 
Americanization  in  Casper  very  soon." 


ADDENDUM 


SECTION  III 


NOTE  ON  IMMIGRANT  EDUCATION  IN  CANADA 

On  the  whole,  the  Education  Laws  of  Canada  are  not  so  pro- 
gressive nor  so  constructive  as  those  in  the  United  States;  but 
it  must  be  remembered,  of  course,  that  the  problem  in  Canada 
is  not  so  acute.  In  the  first  place,  the  total  population  of  the 
Dominion  is  approximately  the  same  as  the  number  of  illiterates 
in  the  United  States.  In  the  second  place,  Canada  has  immigra- 
tion laws  which  permit  the  control  of  immigration  based  upon  the 
needs  of  the  country,  so  that  the  provisions  for  assimilation  can 
easily  keep  pace  with  the  influx  of  immigrants. 

While  there  is  nothing  in  the  laws  of  Canada  nor  in  the 
Canadianization  programs  which  have  come  to  the  attention  of  the 
Committee  which  is  unique  enough  to  warrant  us  to  advise  adopt- 
ing it,  we  give  below  the  outstanding  facts  bearing  on  common- 
school  and  immigrant  education,  as  given  to  the  Committee  by 
the  Departments  of  Education  of  the  various  provinces. 

COMPULSORY  EDUCATION  LAWS  FOR  MINORS 
The  question  of  Compulsory  Education  Laws  in  Canada 
is  under  the  jurisdiction  of  the  several  provincial  governments. 
Much  as  in  the  L^nited  States  it  is  left  to  the  legislations  of  the 
various  provinces.  Ontario  has  on  the  whole  the  most  comprehen- 
sive laws  although  the  School  Attendance  Act  and  the  Adolescent 
Attendance  Act  were  approved  only  last  year  and  do  not  go  into 
effect  until  1921.  The  Act  under  enforcement  at  the  present  time 
provides  only  for  the  compulsory  attendance  of  children  between 
the  ages  of  8  and  14  years.  The  School  Attendance  Act,  how- 
ever, makes  full-time  attendance  compulsory  for  all  children  under 
16  years  while  the  Adolescent  Attendance  Act  requires  further, 
the  part-time  attendance  of  adolescents  between  16  and  18  years 
and  carries  a  provision  prohibiting  the  employment  of  any  per- 
son failing  to  comply  with  these  requirements.  In  Alberta  the 
law  provides  compulsoiy  education  only  from  7  to  15  years; 
in  Xew  Brunswick,  from  6  to  16  vears;  Xova  Scotia  makes  at- 
tendance  compulsory  from  6  to  16  in  towns  and  cities,  but  optional 

in  rural  districts;  in  British  Columbia  it  is  compulsory  between 

[4425] 


4426  Immigrant  Edtjcation  in   Canada 

the  ages  of  7  and  14.  Quebec  has  no  compulsory  education  law 
although  there  are  some  restrictions  upon  employers  of  labor  in 
regard  to  employing  minors  under  16  years  without  education. 

LAWS  FOR  ADULT  EDUCATION 

There  are  practically  no  special  provisions  for  the  education 
of  immigrants  and  no  laws  for  compulsory  adult  education.  Mr. 
F.  C.  Blair,  Secrtary  of  Immigration  and  Colonization  in 
Ottawa  says  in  a  letter  of  October  27th : 

"  I  am  afraid  we  have  no  organization  which  has  under- 
taken the  solution  of  the  problem  of  the  assimilation  of  the 
immigrant.  Canada,  however,  has  had  for  many  years  a  well 
defined  immigration  policy  for  the  encouragement  of  immi- 
gration ;  not  indiscriminate  immigration  but  rather  the 
immigration  of  agriculturists  and  domestics  and  these  are 
only  brought  from  countries  who  are  believed  to  supply  the 
class  of  immigrants  most  easily  assimilated  and  most  likely 
to  make  good  in  Canada." 

The  Canadianization  of  the  immigrant  has  been  left  verj' 
largely  to  the  school  system  of  the  various  provinces  and  to 
private  organizations  of  various  sorts  which  through  night  schools 
and  social  settlement  work  have  sought  to  reach  the  adult  alien. 
The  Superintendent  of  Education  in  Quebec  says: 

"  There  is  no  special  provision  for  the  education  of  immi- 
grants. The  majority  who  remain  in  this  province  after 
their  arrival  at  Quebec  are  found  in  the  city  of  Montreal. 
The  Jewish  children,  who  form  the  great  bulk  of  the  immi- 
grants, are  at  once  enrolled  in  the  Protestant  schools  of  that 
city."     .     .  . 

Ontario  and  British  Columbia  provide  for  the  establishment  of 
night  schools  at  the  discretion  of  the  Provincial  Boards,  which 
shall  admit  any  pupils  who  prove  themselves  competent  to  take 
the  courses  offered.  These  courses  are  selected  curricula  of  the 
day  high  schools,  and  pupils  with  the  endorsement  of  the  prin- 
cipals are  free  to  select  their  courses.  It  can  readily  be  seen  that 
the  weakness  of  this  system  lies  in  the  fact  that  it  does  not  reach 
the  really  ignorant  or  illiterate  class,  for  whom  education  is  most 
essential.  In  New  Brunswick  also  the  Board  of  Trustees  may 
establish  evening  schools,  open  and  free  to  pupils  between  13  and 
20  years  of  age,  and  may  admit  persons  over  20  upon  the  pre- 


Immigrant  Education  in   Canada  4427 

payment  of  a  tuition  fee  and  subject  to  similar  academic  require- 
ments as  in  Ontario  and  British  Columbia.  This  law  is  subject 
also  to  the  same  criticism.  Superintendent  Mackay  of  Nova 
Scotia,  in  a  letter  of  J^ovember  16,  1920,  says: 

''We  have  technical  evening  schools  in  cities  and  towns, 
and  mining  and  engineering  schools  in  mining  centers." 

Alberta  has  the  most  constructive  law.     In  a  letter  of  Novem- 
ber   9th,  G.  Fred  Nonally,  Supervisor  of  Schools,  says: 

"  Our  policy  for  promoting   education   amongst  foreign- 
born  people  has  four  special  features. 

(a)  "  Specially  trained  teachers. 

1.  "  Special  lectures  are  given  in  the  Normal  Schools 
on  teaching  English  to  pupils  whose  native  tongue 
is  other  than  English. 

2.  "  Special  free  courses  are  given  in  our  Summer 
School  for  Teachers  to  those  teachers  who  are  will- 
ing to  give  two  years'  service  in  these  schools.  A 
description  of  these  courses  will  be  found  on  pages 
41  and  42  of  the  accompanying  announcement. 

(b)  "  Two-room  schools. 

"  In  most  of  our  rural  districts  of  non-English  peoples 
the  school  population  is  too  great  for  one  teacher. 
The  Department  has  prepared  plans  for  two-room 
schools  for  such  districts  and  gives  special  gi'ants 
towards  the  equipment  of  his  second  room,  pro- 
vided the  room  is  equipped  to  serve  as  a  community 
center  and  doubles  the  ordinary  grant  to  the 
teacher  employed  in  the  second  room.  This  plan 
has  been  adopted  in  lieu  of  consolidation,  which 
has  not  been  successful  in  these  districts,  because 
of  the  cost  of  transportation.  (See  Section  3,  Page 
99  of  Consolidated  Ordinance.) 

(c)  ''  Teachers'  residences. 

"  Our  rural  non-English  population  lives  in  almost 
solid  areas.  Facilities  for  boarding  the  teachers 
-,  do  not  exist,  so  the  Department  assists  the  district 

in  building  residences  for  the  teachers. 

(Section  3(m)  Page  100  of  Consolidated  Ordinance.) 


4428  Immigrant  Education  in   Canada 

(d)   "  Niglit  Schools. 

"  There  are  25,000  adults  in  the  province  unable  to 
speak  English.  The  Department  encourages  the 
organization  of  night  schools  everywhere  and  estab- 
lishes them  itself  vs^here  the  school  board  is  unwilling 
to  act.  We  have  no  compulsory  law  yet  as  to  attend- 
ance of  adults.  We  expect  that  the  special  authority 
conferred  on  this  department  by  that  section  (i.  e., 
141  of  School  Attendance  Act,  1919)  will  enable  us 
to  extend  the  night  school  service  for  adults  to  prac- 
tically every  rural  district." 

Teaehers'  Qualifications 
The  qualifications  for  teachers  are  similar  to  those  in  the 
United  States.  In  Ontario,  Alberta  and  the  Protestant  schools 
of  Quebec,  teachers  are  required  to  be  British  subjects,  of  good 
moral  character  and  at  least  17  years  old.  British  Columbia  and 
New  Brunswick  require  certificates  of  good  moral  character  and 
fitness  to  teach  while  the  remaining  provinces  apparently  confine 
their  attention  to  academic  training. 

National  Flag  and  Patriotic  Exercises 

In  every  province  national  flags  are  provided  for  every  school 

house,  which  must  be  flown  on  holidays  and  hung  in  the  school 

room  on  other  days.     Each  province  has  its  own  programme  for 

the  ceremonies  pertaining  to  the  salutation  and  care  of  the  flag. 

Empire  Day 
The  last  school  day  before  the  24th  of  May  is  known  as  Empire 
Day  and  set  aside  in  every  province  for  patriotic  exercises.  These 
exercises  include  essays  on  the  greatness  of  resources,  etc.,  of  the 
British  Empire,  patriotic  speeches  and  songs  and  other  exercises 
which  the  teacher  of  the  Board  may  prescribe. 


GENERAL   INDEX   TO   PART   II 


Adelphi  College:  page 

citizenship  training  and  teacher  requirements. 3294-%,  3299-300,  4262-63 

Adult  education: 

English  Reconstruction   Committee's   report 2447-49 

See  also  Illiterates;  Night  Schools. 

Agricultural  Education: 

New  York  State  courses  of  study 2556-63 

Agriculture : 

See  also  National  Board  of  Farm  Organizations. 

Akron,  Ohio: 

Americanization  program,  methods  and  teacher  training 3952-72 

Alabama: 

citizenship  training  activities  in 3346-3403 

state   superintendent's  letters  to  Legislative   Committee.  .  .3369,         4278 

Albany: 

citizenship  training  in   2569-70 

Alexander  Hamilton  Institute: 

citizenship  training  and  teacher  requirements 3300-02 

Alfred  University: 

citizenship  training  and  teacher  requirements..... 3302,         4262 

Alien  education: 

New   York   bulletin    2439-47 

See  also  Illiterates;  Night  Schools;  Teachers;  Schools. 

Aliens : 

report  on  deportations  of 2075-93 

Alliance  Israelite  Universelle: 

Americanization  work  in  New  York  and  in  the  Orient 3141-45 

Altoona: 

Americanization  activities  in 4393-47 

American  Defense  Society: 

patriotic  activities    3145-47 

American  Federation  of  Labor: 

education,  attitude,  and  "  teachers'  unions  " 2166-73 

educational  program  at  1919  convention 3147-48 

international  relations    2154-59,  4225-40 

political  program  of   1920 2251-71 

political  relations  and   attitude 2133-47 

"  reconstiuction   plan  "    2109-32 

socialism,  opposition   to    2148-50 

teachers'  unions,  Pennsylvania  division 4385-93 

See  also  Labor. 

American  Jewish  Committee: 

activities  in  re  equality  of  rights  and  opportimities 3148-60 

[4429] 


4430  General  Index  —  Pakt  II 

American  Legion:  page 

opposition   to  radicalism    3160 

American  Red  Cross* 

foreign   language   service  bureau 3161-63 

American  Rights  League: 

patriotic    program    3169 

Americanization  Day: 

in   New   Mexico 3891-3901 

Americanization  work: 

Akron,  Ohio,  program,  methods,  and  teacher  training 3952-72 

appropriations  discussed    2356-58 

California  program  and  suggestions  for  speakers 3421-33 

Chamber  of  Commerce  of  U.  S.,  report 2406-10 

churches,  general  activities    2317-19 

"  Citizenship  Training  in  the  State  of  New  York  " 2417-3334 

Colorado   program    3455-57 

Columbus,   Ohio,   program   for 39S3-4016 

Connecticut  Department  of   Americanization's   program 3459 

Conference  in  Washington  in  1919 2366-2406 

Connecticut  program   for   rural 3462-64 

curricula  recommended    2346-49 

Delaware  "Service  Citizens'"  Bulletin  and  program.  .3523-3615,  4301-39 

Federal  programs   2366-2410 

industrial  enterprises  generally 2307-11 

legislation,  proposed,  in  Congress 2361-65 

local  boards  of  education,  general  activities 2305-06 

Massachusetts  Board  of  Education's  programs ;J679-3708 

miscellaneous  private  enterprises 2320-27 

New  Hampshire's  plan  and  courses  of  education 3822-72 

North  Carolina  program  for,  among  women's  clubs 3912-46 

Ohio  plan,  report  of  Council  of  National  Defense 4016-36 

problems   generally    2293-2356 

program  of  Constitutional  League  of  Spokane,  Washington 4145-51 

public  and  private   agencies,   relative  merits 2328-34 

Rhode   Island's  act   to   promote 4072-81 

settlement  houses,  generally    2312-16 

South  Dakota's  program    4087-41 10 

state   enterprises  generally    2293-2304 

Amsterdam: 

citizenship  training  in 2570-71 

Arbitration: 

compulsory   2227-37 

Kansas  Court  of  Industrial  Relations 4241-54 

voluntary    .....'..'.'.'.'.'..'.   2226-27 

See  also  Kansas  Coubt  of  iNorsTRiAL  Relations. 

Arizona: 

citizenship  training  activities  in 3404-09 

superintendent's   letter  to  committee 3408-09 


Geneeal  Index— Paet  II  4431 

Arkansas:  page 

citizenship  training  legislation  and  activities  in 3404-09 

letter  from  state  superintendent  to  Legislative  Committee 3411 

Auburn: 

citizenship  training  in    2571-73 

Ballard  School: 

activities  in  citizenship  training 3052-53 

Baptist  Church: 

Americanization  activities  in  New  York 2934-37 

Barnard  College: 

citizenship  training  and  teacher  requirements 3302-03 

Baron  de  Hirsch  Trade  School: 

technical   courses   offered   at 3331 

Berlitz  School  of  Languages: 

courses  in  English  for  foreigners  at 3331-32 

Binghamton: 

citizenship  training  in    2573 

Boston: 

immigrant  school  in    4347-48 

Women's  Municipal  League,  activities  among  foreign-born  women  4.356-57 
Boston  University: 

citizenship  courses  at    4348-56 

letter  to  Legislative   Committee   from 3693-94 

Boys  Scouts  of  America: 

citizenship   training   activities    3169-72 

Bridgeport: 

Americanization  activities  in    4293-98 

Brockport  Normal  School: 

citizensliip  training  and   teachers'  requirements 2564 

Brooklyn  Training  School  for  Teachers: 

citizenship  training  and  teacher  requirements 3303-04 

Buffalo: 

citizenship    training    in     2573-78 

Bureau  of  Jewish  Education: 

correspondence  of   Legislative   Committee   with 3172-75 

California: 

citizenship  training  legislation  and  activities 3412-51,  4278-88 

letter  from  State  Commission  of  Immigration  and  Housing....  3449-51 
Canada: 

Immigrant  education  in    4425-28 

Carnegie  Foundation: 

director's  address  on  Americanization 3175-78 

Casper,  Wyoming: 

Americanization  work  in    4424 

Chamber  of  Commerce  of  the  State  of  New  York: 

Americanization    campaign    3178-84 

Chicago : 

census  of  foreign  born  in 4339-41 


4432  General  Index  —  Pakt  II 

Chinese  Consolidated  Benevolent  Association:  page 

activities  for  Chinese  welfare  in  New  York 3185 

Churches : 

activities  in  re  Americanization,   New  York 2701-2948 

Americanization  activities,   generally    2317-19 

Connecticut  j)lan  for  Americanization  through 3464-66 

See  also  under  names  of  various  churches. 
Cincinnati : 

citizenship  training  in    3972-73 

Cleveland : 

Americanization   work    in    3973-88 

Cleveland  Public  Library: 

distribution   of   foreign   language  literature 3204-21 

Closed  shop: 

contrasted  with  the  open   shop 2216-25 

Cohoes: 

citizenship  training  in    2578 

Collective  bargaining: 

discussed    2193-94 

College  of  the  City  of  New  York: 

citizenship  training  legislation  and  activities 3452-57 

Colleges  and  Universities: 

citizenship   training  and   requirements   for   teachers   throughout 

New  York  State   3294-3330,  4262-77 

See  also  under  names  of  various  institutions. 
Colorado: 

citizenship  training  legislation  and  activities 3452-57 

letter  from  state  superintendent 3455-57 

training  courses  for  teachers  at  University  of  Colorado 4291-92 

Columbia  University: 

education  for  adult  foreigners  and  teacher  requirements 3295-98 

3306-11.  3317-28 
Columbus: 

citizensliip  training  plans  and  program 3989-4016 

Community  Americanization: 

New  York  state  plan 2473-81 

Community  Councils  of  New  York  City: 

Americanization  activities    3185-86 

Compulsory  Education  for  Minors: 

Alabama    legislation    3346-49 

Arizona   legislation    3404 

Arkansas  legislation 3410 

California   legislation    3412-13-- 

Colorado  legislation   3452-53 

Delaware   legislation    34S3-86 

Florida  legislation    3616-18 

Georgia  legislation  3619-22 

Illinois  legislation    3624 

Indiana  legislation    3632-34 


General.  Index  —  Part  II  44o3 

Compulsory  Education  for  Minors  —  continued :  page 

Iowa  legislation    3632-34 

Kansas  legislation    3645-46 

Kentucky  legislation    3652 

Louisiana    legislation 3656-58 

Maine  legislation    3663-64 

Maryland  legislation    3669 

Massachusetts  legislation    3672-73 

Michigan  legislation    3711-12 

Minnesota  legislation    3726-27 

Mississippi    legislation    3758-61 

Missouri    legislation     3764 

Montana    legislation    3789-91 

Nebraska  legislation    3794-96 

Nevada  legislation    3798-3805 

New  Jersey  legislation    3876-79 

New  Mexico   legislation    3888-89 

New  York  legislation    2417-19 

North  Carolina   legislation    3902 

North   Dakota   legislation    3947-48 

Oklahoma  legislation    4051 

Oregon   legislation    4054-57 

Pennsylvania    legislation    4060 

Rhode   Island   legislation    4067-68 

South   Dakota    legislation    4084 

Tennessee    legislation     4111-12 

Texas   legislation    4113-14 

.    Utah  legislation 4115-16 

Virginia  legislation    4123 

Washington  legislation    4138-39 

West  Virginia  legislation    4152-53 

Wisconsin    legislation    4156-57 

Wyoming  legislation    4163 

Compulsory  Education  for  Minors  of  Employment  Age: 

Alabama    legislation    3349-59 

Arizona    legislation    3404-06 

Arkansas  legislation 3410 

California   legislation    3412-13 

Colorado   legislation     3452-53 

Connecticut  legislation 3458-59 

Florida  legislation    3616-18 

Georgia    legislation    3622 

Illinois   legislation    3624-28 

Indiana    legislation    3632-34 

Iowa  legislation    3639-40 

Kansas  legislation    3646-47 

Kentucky  legislation    3652-53 

IMaine   legislation    3664-65 

Maryland  legislation    3669 


4434  Gea'eeal  Index  —  Paet  II 

Compulsory  Education  for  Minors  of  Employment  Age  —  continued :  page 

Massachusetts    legislation    3673-76 

Michigan   legislation    3711-12 

Minnesota  legislation    3726-27 

Missouri  legislation   3765-66 

Montant    legislation     3789-91 

Nebraska  legislation    3794-96 

Nevada  legislation   3805-08 

New  Hampshire  legislation   3817 

New  Jersey  legislation    3876-79 

New  Mexico  legislation   3888-89 

New  York  legislation    2419-24 

North  Carolina  legislation   3902-05 

North  Dakota  legislation    3947-48 

Oklahoma   legislation    4051 

Oregon   legislation    4054-57 

Pennsylvania    legislation    4061 

Rhode  Island   legislation    4068-69 

South  Dakota  legislation    4084-86 

Tennessee    legislation    4111-12 

Utah  legislation    4115-16 

Washington  legislation   4138-39 

West  Virginia  legislation 4153-54 

Wisconsin   legislation    4156-57 

Congregational  Church: 

Americanization   activities   in  New  York 2937-41 

Connecticut: 

citizenship  training  legislation  and  activities 3458-82,  4293-4300 

letter  from  superintendent  to  Legislative  Committee 3460 

population  as  to  foreigners  and  illiterates 3459 

Constitutional  League: 

purposes   of    3186-89 

Co-operative  Movement: 

attitude  of  labor  and  farmers 2194-2203 

Cooper  Union: 

technical   instruction   for   foreigners 3189 

Cornell  University: 

education  of  adult  foreigners 3311 

Cortland: 

citizenship  training  in    2578-79 

Cortland  Normal  School: 

citizenship  training  and  teachers'  requirements   2564-65 

Criminal  anarchy: 

acts  in  various  states  regulating 2037-74 

proposed  act  in  N.  Y 2035-46 

Dartmouth  College: 

suggestions   from  president  of 3874-75 

Dayton: 

Americanization  activities  in    4382-83 


Geisteral,  Iis-dex — Part  II  4435 

Delaware :  page 

alien    census     3496-3501 

Amei-icanization  policy,  census,  plans  and  proposed  legislation.  .3488-3522 

"  Bulletin  of  the  Service  Citizens  of  Delaware  " 3523-3615 

citizenship  training  legislation  and  activities 3483-3615,  4301-39 

letter  from  state  commissioner  to  Legislative  Committee 3487-88 

Depew: 

citizenship  training  in    2579-80 

Deportations: 

report  on  federal  action  in 2075-93 

Detroit: 

Americanization  campaign   3714-25 

De  Witt  Clinton  High  School: 

dismissal  of  teachers  for  unpatriotic  teaching 2658-91 

Duluth: 

Americanization  woik  in 4369-71 

Dunkirk: 

citizenship  training   in 2580-81 

Dutch  Reformed  Church: 

Americanization  activities  in  New  York 2947 

Education: 

compulsory,  generally    2350-55 

labor's   attitude   toward 2166-73 

teacher  requirements  and  training,  recommendations 2335-45 

trades'  unions   among  teachers 2166-73,  4385-93 

See  also  Americanization  Wokk;   Night  Schools;   Schools; 
Teachers;  Industrial  Education. 
Elmira : 

citizenship   training   in 2582-83 

El  Paso: 

citizenship  training  activities  in 4418-19 

Endicott-Johnson  Company: 

plan  for  industrial  democracy 2185-92 

English  language: 

Alabama    legislation    3359 

Arkansas   legislation    3410 

California   legislation    3414 

Colorado    legislation    3455 

Delaware   legislation    3486 

Illinois  legislation    3628-29 

Indiana   legislation    3635-37 

Iowa  legislation    3641-42 

Kansas  legislation    3650-51 

Louisiana    legislation     3661 

Massachusetts    legislation     3676-77 

Michigan   legislation    3713 

Minnesota  legislation    3728 

Nebraska  legislation    3796 

Nevada  legislation    3810-1 1 


4-436  General  Index  —  Part  II 


English  Language  —  continued :  ^^*^^ 

New  Hampshire  legislation 3&18 

New  Mexico  legislation    "^""^ 

Oklahoma   legislation ^^^^ 

Oregon   legislation    

Washington    legislation     '^^^^ 

Episcopal  Church: 

Americanization  activities  in  New  York    2882-2934 

Christian  Americanization   Conference 2883-85 

quotations   from   church   publications 2909-34 

testimony  of  Dr.  Thomas  Burgess 2882-83 

Erie  ; 

citizenship  training  activities  in 4394-95 

Ettinger,  William  L.: 

letter  to  New  York  city  school  teachers  from 2696-97 

Evansville : 

Americanization  activities   4242-43 

Fall  River: 

Americanization   activities  in 4357-59 

Federation  of  Galician  and  Bucovinian  Jews  of  America: 

activities,  including  citizenship  training 3189-96 

Finnish  Educational  Association  of  Manhattan: 

activities,  including  citizenship  training 3196-97 

Flags: 

Arizona   legislation    3406-08 

California   legislation    3413-14 

Colorado    legislation     3454-55 

Florida    legislation     3618 

Indiana    legislation    3634-35 

Iowa  legislation    3641 

Kansas    legislation     3647-49 

Louisiana  legislation    3658-61 

Maine  legislation    3665 

Massachusetts    legislation     3676 

Michigan   legislation    3713 

Minnesota   legislation    3727-28 

Montana    legislation    3791 

Nevada    legislation     3808^9 

New  Jersey  legislation    3881-82 

New  Mexico  legislation   3890 

New  York  legislation    2431 

Oklahoma  legislation    4052 

Oregon    legislation    4057 

Pennsylvania    legislation     4062 

Texas   legislation    4114 

Virginia  legislation    4124 

Washington    legislation    4139 

West   Virginia   legislation    4154 

Wyoming  legislation    4163-64 

See  also  Patriotic  Legislation. 


General  Index  —  Part  II  4437 

Florida:  page 

citizenship  training  legislation  and  activities 3616-18 

letter  from   superintendent  to  Legislative  Committee 3618 

Ford  Motor  Company: 

citizenship   training   plan    3715-16 

Foreign  Language  Literature: 

as  aided  by  Immigrant  Publication  Society 3203-29 

Fredonia: 

citizenship  training  in 2583 

Fredonia  Normal  School: 

citizenship  training  and  teachers'  requirements 2565 

Freedom  of  speech: 

acts  of  various  States  regulating 2035-74 

Legislative  Committee's  report  on 2024-74 

See  also  Criminal  Anarchy. 
Friends  Religious  Society  of: 

Americanization  activities  in  New  York 2947-48 

Galveston: 

Americanization  activities   in 4419-20 

General  Fire  Extinguisher  Company: 

letter  from   4082 

General  Society  of  Mechanics'  and  Tradesmen  School: 

technical  courses  at 3332-33 

Geneseo: 

citizenship  training  in 2583 

Geneva: 

citizenship  training   in 2584 

Georgia: 

citizenship  training  legislation  and  activities 3619^22 

letters  from  educators  to  Legislative  Committee 3622 

Girl  Scouts: 

Patriotic  activities  of  Xew  York  branch 3197-99 

Glens  Falls: 

citizenship    training    in 2584-85 

Gloversville : 

citizenship  training  in 2585 

Grand  Rapids: 

Americanization    work     in 4366—68 

Guild  Socialism  and  National  Guilds: 

chapter  on    2238-43 

Hampton  Normal  and  Agricultural  Institute: 

activities 4126-37 

Hartford: 

Americanization   activities   in 4298-99 

Harvard  University: 

recommendations  as  to  teacher  training 3709-10 

Hebrew  Sheltering  and  Immigrant  Aid  Society  of  America: 

activities,  including  Americanization  work 3199-3202 


4438  General  Index  —  Part  II 

Hebrew  Technical  Institute:  pagb 

technical   courses    at 3333 

Hebrew  Technical  School  for  Girls: 

Americanization  work  and  technical  courses  at 3333-34 

Herkimer: 

citizenship  training   in 2585 

Hungarian  Society  of  New  York: 

objects   3202-03 

Hunter  College  of   the   City   of  New  York: 

teacher   requirements  and   Americanization   training  course.... 

3311-12         4271 

Idaho: 

Americanization   work    in 3623,         4339 

Ilion : 

citizenship  training   in 2585 

Illinois : 

citizenship  training  legislation  and  activities 3624-31,  4339-41 

educators'  recommendations  to  Legislative  Committee 3630-31 

Illiterates: 

Alabama  provisions  for  adult 3359-61 

California    statistics    3415 

Connecticut    census    figures 3459 

Kansas  facilities  for  education  of  adult 3651 

Louisiana    measures     3661 

Maine's  program  to  reduce  number  of 3666 

Maine's  proposed  legislation  to  reduce  number  oi 3666-67 

Minnesota  program  for 3728-29 

Mississippi    "  Illiteracy    Commission  " 3762-63 

New  Hampshire  legislation 3817 

New  Mexico  provisions  for 3890-91 

New  York  state  methods  of  teaching 2506-55 

North  Carolina's  measures  for  reduction   of 3906-12 

Ohio    census     4027-31 

South   Carolina   program   for 4083 

Utah  legislation    4116-18 

"Immigrant  Education": 

New  York  bulletin   in   re 2439-47 

Immigrant  Education  in  Canada: 

chaptor  on    4425-28 

Immigrant  Publication  Society: 

patriotic   literature   issued   by 3203-29 

Indiana: 

citizenship  training  legislation  and  activities 3632-38,  4341-43 

recommendations  of  state  superintendent 3638 

Indianapolis: 

Amcrif  anization   activities    4341-42 

Industrial  Americanization: 

New   York   state  program 2449-73 


General  Index  —  Part  II  4439 

Industrial  democracy:  page 

Endicott-Johnson  plan    2185-92 

International  Harvester  Company  plan 2183-85 

Leitch  plan 2181-83 

Whitley    Scheme     2180-81 

Industrial  education: 

California  plan  for  citizenship  training  by 3435 

Connecticut    plan    for 3466-67 

Delaware    Americanization    plan 3501-09 

Detroit  campaign  and  program  of  Packard  Motor  Car  Campany.  3714-25 

General  Electric  Company  at  Erie,  Pa 4066 

Iowa    legislation     3644 

Massachusetts  plan  for  citizenship  training  in  industries 3694-3708 

National  Association  of  Corporation  Schools 3079-87 

New  York  state  activities  among  industries 3079-3140 

New  York  state  courses 2556-63 

Ohio   plan   and   program 4037-43 

plan  of  a  New  Jersey  concern 3886-87 

St  Louis  Y.  M.  C.  A.,  its  cooperation  with  industries 3767-88 

suggestions  from  a  New  Hampshire  concern 3872-73 

Wilson  &  Company's  program 3629-30 

International  Harvester  Company: 

plan  of  industrial  democracy 2183-85 

International  Institute  for  Young  Women: 

Americanization    activities     3053-59 

Iowa: 

citizenship  training  legislation  and  activities 3639-44,  4343-44 

recommendations  of  state  superintendent 3644,  4343-44 

Irish  Emigrant  Society: 

welfare  work  among  Irish  emigrants 3229 

Italian  Bureau  of  Public  Information: 

former    activities    3230 

Ithaca : 

citizenship  training   is    2586-87 

Japanese  Association  Inc.: 

general    objects     3231 

Japanese  Christian  Institute  Inc.: 

objects    3231-32 

Jewish  Protectory  and  Aid  Society: 

Americanization  work    3233 

Jewish  Theological  Seminary  of  America: 

president's  views  on  subversive  teaching 3312-14 

Jewish  Welfare  Board: 

activities,  including  citizenship  training 3234-38 

Kansas: 

citizenship  training  legislation  and  activities 3645-51,  4344-45 

Kansas  City: 

Americanization   activities   in 4344-45 


4440  General  Index  —  Paet  II 

Kansas  Court  of  Industrial  Relations:  page 

chapter  on 4241-54 

Kentucky: 

citizenship  training  legislation  and  activities 3652-55 

letter  from  Louisville  "  Courier-Journal  " 3654 

recommendations  from  Daughters  of  Revolution 3655 

letter  from  state  superintendent 4345 

Keuka  College: 

teacher  requirements  and  training 3314 

Kindergartens : 

New   York    legislation   in   re 2437 

Knights  of  Columbus: 

Americanization    plans     .'{2^8 

Labor: 

arbitration   voluntary   and   compulsory 2226-37,  4241-54 

British  and  American  Shop  Committee  Plans 2204-15 

"  Closed  Shop  and  Open  Shops  " 2216-25 

collective  bargaining    2193-04 

co-operatives    2194-2203 

educational   attitude   and   relations 2166-73 

"  Employers'  Views  of  Industrial  Relations  " 2174-79 

farmers    and    2172-73 

industrial    democracy    218'0-92 

international  relations   2154-59.  4225-40 

Legislative  Committee's  summary  of  relations  of,  and  capital.  .2097-2105 

political    relations    2133-47 

profit   sharing,    generally 2176-79 

Railroad  Brotherhoods  and  the  "  Outlaw  Strike  " 2160-65 

"  reconstruction  plan  "  of  A.  F.  of  L 2109-32 

Socialism,  American   opposition   to 2148-50 

trade  union  organization  in  United  States,  chapter  on 2106-32 

welfare   work,   generally 2175 

See  also  American  Federation  of  Labor. 

Lancaster: 

citizenship  training  in 2587-88 

Lawrence,  Mass.: 

alien  education   in 4359-64 

League  for  the  Liberation  of  Carpatho-Russia: 

objects,  including  citizenship  training • 3238-39 

Legislative  Committee: 

introduction  to  report  on  protective  governmental  measures 2013-16 

introduction  to  report  on  relations  of  labor  and  capital 2097-2105 

report  on  deportations 2075-93 

report  on  freedom  of  speech 2024-74 

report   on    naturalization 4169-72 

report  on  relations  of  capital  and  labor  and  industrial  problems.2097-2273 

report  on  relations  with  Soviet  Russia 2017-23 

Leitch  plan: 

explained   2181-83 


General  Index  —  Part  II  4441 

Libraries:  page 

Massachusetts  plan  for  Americanization  through 3677 

Ohio  plan  for  Americanization  through 4044-50 

Lockport: 

citizenship  training  in 2588-90 

Los  Angeles: 

Americanization  work  among  immigrants 3416-21 

Louisiana : 

citizenship  training  legislation  and  activities 3656-62,  4345-46 

letter  to  Legislative  Committee  from  state  superintendent 3662 

Lutheran  Church: 

Americanization   activities   of 2943-47 

Maedchenheim-verein : 

activities     3239 

Maine : 

citizenship  training  legislation  and  activities 3663-68 

letters      from      state      superintendent      to      Legislative      Com- 
mittee      3607-68,  4346-47 

Malone: 

citizenship   training  in 2590 

Manufacturers'  Association  of  Connecticut,  Inc.: 

Americanization    program    3468-80 

Maryland : 

citizenship  training  legislation  and  activities 3669-71 

letters  from  Superintendent  of  Education 3670-71 

Massachusetts: 

citizenship  training  legislation  and  activities 3672-3710,  4347-65 

letters  from  State  Supervisor  of  Americanization 3678,         4347 

Maxv?ell  Training  School  for  Teachers: 

Americanization  course  for  teachers  at 4263-69 

Methodist  Episcopal  Church: 

Americanization  activities  in  New  York 2881-82 

Michigan: 

citizenship  training  legislation  and  activities 3711-25,  4366-68 

letters  from  state  superintendent 3713,         4366 

Military  training: 

New  York   legislation  for  minors 2424-30 

Miller,  Rev.  Kenneth  D.: 

testimony  in  re  Presbyterian  Americanization  work 2701-02 

Minnesota: 

citizenship  training  legislation  and  activities 3726-57,  4369-71 

letter  from  deputy  commissioner  of  education 3729 

Minors : 

compulsory   education,   generally 2350-55 

See    also    Compulsory    Education    for   Minors;    Compulsory 
Education  for  Minors  of  Employment  Age. 
Mississippi : 

citizenship  training  legislation  and  activities 3758-61 

letter  from  assistant  superintendent  to  Legislative  Committee..         3761 


4442  General  Index  —  Part  II 

Missouri:  page 

citizenship  training  legislation  and  activities 3764-88 

Montana : 

citizenship  training  legislation  and  activities 3789-93,         4371 

Montpelier: 

letter  from  superintendent  of  schools 4421 

Mount  Vernon: 

citizenship  training  in 2590 

National  Association  of  Corporation  Schools: 

plans    and    program    for    increased    efficiency    and    ctizenship 

training     3079-87 

National  Association  of  Manufacturers: 

booklet  opposing  Bolshevism  by 3239 

National  Herald: 

citizenship  training  among  Greeks 3239-40 

National  League  of  Women  Workers: 

activities     3240 

National  Liberal  Immigration  League: 

Americanization   activities  and  program 3240-49 

National  Security  League: 

aims  and  suggested  catechism  for  foreigners 3249-68 

Naturalization: 

The    Plumb    Plan 2244-50 

laws    and    regulations 4173-4210 

Legislative  Committee's  report  on 4169-72 

Nebraska : 

citizenship  training  legislation  and  activities 3794-97,  4371-72 

letter  from  state   superintendent 3797 

Negroes: 

Alabama  legislation  for  education  of 3361-65 

See  also  HAxrPTON  Institute;  Tuskegee  Instititte. 
Nevada: 

citizenship  training  legislation   and   activities 3794-97 

letter  from  state  superintendent  to  Legislative  Committee 3814 

quotations  from  Nevada  Educational  Bulletin 3814-16 

Newark: 

Americanization  work  in  schools   4375-81 

New  Bedford: 

Americanization  activities   in 4365 

New  Bedford  Y.  M.  C.  A.: 

letter    from    3708-09 

Newburgh: 

citizenship  training   in 2593-94 

New  Hampshire: 

Americanization  program  and  courses 3822-72 

ctitizenship  training  legifilation  and  activities 3817-75 

letter  from  deputy  commissioner  of  education 3819-22,  4372-73 


Geneeal  Index  —  Part  II  4443 

New  Jersey:  page 

citizenship  training  legislation  and  activities 3876-87,  4373-82 

letter  from  state  commissioner 4373-74 

need  of  Americanization  in 3882-83 

New  Mexico: 

Americanization  Day   3891-3&01 

citizenship  training  legislation  and  activities 3888-3901 

New  Orleans: 

Americanization  work  in 4345-46 

New  Paltz  Normal  School: 

citizenship  training  and  teachers'  requirements 2566 

New  Rochelle: 

citizenship  training  in 2591-93 

New  York  city: 

activities  of  young  people's  associations, —  Christian  and  Hebrew  3018-78 
address  of  president  of  Board  of  Education  on  "  Americanization  2691-96 

church  activities  in  re  Americanization 2701-2948 

citizenship  training  in  public  schools 2623-2700 

compositions  of  school  boys 2698 

De  Witt  Clinton  High  School  dismissals 2658-91 

night  schools,  list  of 2623-31 

school  officials'  testimony  in  re  citizenship  training 2631-57 

superintendent  of  schools'  letter  to  teachers 2696-97 

Teachers'  Council's  resolutions 2698-2700 

technical  schools  offering  courses  for  foreigners 3331-34 

New  York  Community  Chorus: 

director's  ideas  on  Americanization 3268-69 

New  York  Kindergarten  Association: 

booklet  "  Making  Americans  "  issued  by 3269-72 

New  York  School  of  Social  Work: 

teacher  requirements  and  training 3314-16 

New  York  State: 

citizenship  training  in  city  schools  throughout 2569-2622 

citizenship  training,  section  on 2417-3334,  4262-77 

colleges  and  universities  —  citizenship  training  and  requirements 

for  teachers    3294-3330,  4262-77 

legislation  affecting  citizenship  training 2417-38 

normal  school  suggestions  for  teachers 2564-68 

programs  for  citizenship  training 2439-2563 

reports  from  representative  industries 3088-3140 

New  York  State  Federation  of  Labor: 

program  for  spread  of  English  language 3273 

New  York  Trade  School: 

technical  courses  offered  at 3334 

New  York  University: 

program    for    education    of    adult    aliens    and    preparation    of 

teachers     3298-99,  4272-74 

Niagara  Falls: 

citizenship  training  in 2594 


4444  Gexeeal  Index  —  Part  II 

PAGE 

Night    schools:  3513-14 

Delaware   program   for 

Indiana   plan   for 

Iowa   legislation    for 7 

-rr  •  ■  r^^  3651 

Kansas    provisions   for 

list  of,  in  Xew  York  city ■ 2623-31 

Massachusetts'  provisions  for  evening 3677 

Nevada   provisions    3809-10 

9  JOT 

New  York  legislation  in  re -^'" 

North  Dakota  regulations 3949-51 

Oregon    provisions    4058-09 

Rhode  Island  provisions  for 4072-81 

Utah   provisions    4116-18 

Virginia  provisions    4124-25 

West  Virginia's  provisions  for 4155 

See  also  Illiterates. 
Non  Partisan  League: 

chapter  on    2151-53 

Normal  schools: 

New  York  state  Americanization  programs 2564-68 

North  Carolina: 

citizenship  training  legislation  and  activities 3902-46 

North   Dakota: 

citizenship  training  legislation  and  activities 3947-51 

letters  from  state  superintendent 3951,         4382 

socialistic  experiment  in 2151-53 

Norwich: 

citizenship  training  in    2594 

Ogdensburg: 

citizenship  training  in    2594 

Ohio: 

citizenship  training  activities  and  programs 3952-4050,  4332-83 

Oklahoma : 

citizenship  training  legislation  and  activities 4051-53 

Omaha: 

Americanization    work    in    4371-72 

Oneida: 

citizenship  training   in    2595 

Oneonta: 

citizenship  training  in    2595 

Oueonta  Normal  School: 

teachers'   requirements    2566 

Open  shop: 

contrasted  with  the  closed  shop 2216-25 

Oregon: 

citizenship  training  legislation  and  activities 4054-59,  4384 

letter    from   state    superintendent 4059 

Oswego: 

citizenship  training  in    2595 


General  Index — Part  II  4445 

Oswego  Normal  School:  page 

citizenship  training  and   teachers'  requirements 2566 

Packard  Motor  Car  Company: 

Americanization  program   3716-25 

Pan-Hellenic  Union  in  America: 

activities  in  re  teaching  English  language 3273-74 

Paterson: 

Americanization  activities  in 4381-82 

Patriotic  Education  Society,  Inc.: 

present   activities    3274 

Patriotic  legislation: 

Arizona    measures    3408 

California   measures    3413 

Indiana    measures    3635 

Iowa  measures    3640-41 

Kansas  measures    3647 

Louisiana  measures    3658-61 

Maryland  legislation    3670 

Michigan   measures    3712 

New  Jersey  measures    3879-81 

New  York  measures    2430,  2431-32 

Oklahoma    measures     4051-52 

Pennsylvania    measures     4062 

Rhode   Island  measures    4070-71 

South  Dakota  measures    4086-87 

AVashington  measures    4139 

See  also  Flags. 

Peekskill: 

citizenship  training  in    2595 

Pennsylvania: 

Americanization   instruction    4062-65 

citizenship  training  legislation  and  activities 4000-66,  4385-4418 

letters  from  state  superintendent 4065,  4385 

People's  Institute  of  New  York: 

activities   including  Americanization  work 3275-79 

Phoenix,  Arizona: 

Americanization   work    in    3409 

Pittsburgh : 

Americanization  work  in    4395-4402 

Plattsburg: 

citizenship  training  in    2596 

Plattsburg  Normal  School: 

citizenship  training   and  teachers'  requirements 2566 

Plumb  Plan,  The: 

chapter  on    2244-50 

Polish  National  Alliance: 

patriotic    activities     3279 

Port  Chester: 

citizenship  training  in    2596 


4446  General  Ia^dex  —  Pakt  II 

Portland,  Oregon:  page 

Americanization  activities  in    4384 

Potsdam: 

ctizenship  training  in 2596 

Poughkeepsie: 

citizenship  training  in    2596-97 

Presbyterian  Church: 

Americanization  activities  in    2701-2881 

letters  from  clergymen    2877-81 

quotations  from  church  publications 2702-2877 

Rev.  Kenneth  Miller's  testimony 2701-02 

Private  schools: 

Alabama  legislation  in  re  reports  of 3368-69 

Profit  sharing: 

generally     2176-79 

Protective  Governmental  Measures: 

section   on    2013-93 

Quakers: 

See  Friends, 
Railroads : 

The  Plumb   Plan    2244-50 

Railroad  Brotherhoods: 

"  Outlaw  Strike,"  and  attack  upon 2160-65 

Reading: 

Americanization  activities  in    4403 

Rhode  Island: 

citizenship  training  legislation  and  activities 4067-8? 

Richmond : 

Americanization   work   in    4421 

Rochester: 

citizenship   training  in    2597-2612,  4276-77 

Roman  Catholic  Church: 

American  program  of  National  Catholic  War  Council 2941-43 

Rome: 

citizenship  training  in    2613 

Roosevelt  Day: 

in  New  Mexico   3891-3901 

Russian  Collegiate  Institute: 

educatioiial  work  among  Russian  immigrants  by 3279-82 

Russian  Economic  League: 

activities     3282 

Sacramento: 

citizenship  training  activities  in    4288-89 

San  Antonio: 

Amerifanization  activities  in    4420-21 

San  Diego: 

Americanization    work    in    4289-90 

Schenectady: 

citizenship  training  in    2613-15 


General  Index  —  Part  II  4447 

Schools:  PAGE 

California  plan  for  citizenship  training  through 3433-34 

Indiana  plan  for  citizenship  training  through 3637-38 

Iowa  plan  for  citizenship  training  through 3642-44 

Kentucky  measures  for  citizenship  training  through 3653-54 

Maine's  provisions  for  Americanization  work  in 3666 

Massachusetts  plan   for  citizenship  training  through 3677 

Minnesota  measures  for  citizenship  training  through  public...  3728-29 

Mississippi's  plan  of  citizenship  training  through 3762-63 

Missouri's  plan  for  citizenship  training  through 3766 

Montana  plan  for   citizenship  training  through 3792-93 

Nevada  provisions  for  citizenship  training  through 3813-14 

Newark's  Americanization  work   through 4381-82 

New  Hampshire  measures  for  citizenship  training  through 3818-19 

New  Jersey  provisions  for  citizenship  training  through 3883-84 

Oklahoma's  provisions  for  citizenship  training  through 4053 

registration  of  New  York  legislation 2438 

use  of  buildings,  New  York  legislation 2435-37 

See  also  EDUCATIO^";  Teachees;  Night  Schools. 

Scran  ton : 

citizenship  training  activities  in 4403-18 

Seattle: 

Americanization   work    in    4422-23 

Settlement  houses: 

Americanization  activities,  generally    2312-16 

Americanization  acti\-ities  in  New  York 2949-3017 

See  also  United  Neighborhood  Houses  of  New  York. 

Shop  committees: 

British  and  American  plans 2204-15 

Socialism: 

American  Federation  of  Labor's  opposition  to 2148-50 

North  Dakota  experiment    2151-53 

Society  for  Ethical  Culture: 

Americanization   lectures   at    3282 

Society  for  Italian  Immigrants: 

activities     3282-92 

Solvay : 

fitizenship  training  in    2616 

Somers,  Arthur  S.: 

address   on   "Americanization  "   by 2691-96 

South  Carolina: 

letters  from  state  superintendent 4083,  44ib 

South  Dakota: 

Americanization   plan   and  program 4087-4110 

citizenship  training  legislation  and  activities 4084^110 

Soviet  Russia: 

Legislative  Committee's  report  on  relations  with 2017-23 

trade  relations  with,  and  recognition  of 4215-22 


4448  General  Index  —  Part  II 

Spokane:  page 

Constitutional  Government  League's  Americanization  program.   4145-51 

St.  Francis  Xavier: 

opposition  to  radicalism    3316-17 

St.  Louis: 

foreign  census  of    3788 

St.  Louis  Y.  M.  C.  A.: 

Americanization   work   by    3767-88 

St.  Paul: 

Americanization  committee  in    3729-30 

St.  Stephen's  College: 

plan  of  teaching  economics  and  sociology 3317 

Syracuse: 

citizenship  training  in   2616 

Syracuse  University: 

adult  education  and  teacher  training 3317 

Teachers: 

Alabama  legislation  in  re  training 3365-68 

Americanization  training  course  at  Maxwell  Training  School  for 

Teachers    4263-69 

California   legislation   in   re   qualifications 3414-15 

citizenship  courses  at  Boston  University 4348-56 

Delaware    training    causes   for 3509-13 

Louisiana   measures   for    training 3662 

Massachusetts  plan  for  teacher  training  in  Americanization ....   3682-86 

Nevada  requirements  for    3811-13 

New  Jersey  requirements  for 3885 

New  York  legislation  in  re  qualifications 2432-34 

New  York  legislation  in  re  special  courses 2434-35 

New  York  Normal  school  suggestions 2564-68 

recommendations  by  New  Hampshire  deputy  commissioner 3873-74 

requirements  and  training,  generally 2335-45 

requirements    for    in    various    colleges    throughout    New    York 

state     3294-3330 

suggestions  from   Harvard  University 3709-10 

Tennessee  requirements  for    4112 

trades'  unions   among    2166-73,  4385-93 

training  courses  in  Americanization  at  University  of  Colorado..   4291-92 
training  for  Americanization  work  at  University  of  Minnesota..    3730-57 

training  methods  in  Akron,  Ohio 3957-67 

visiting,  citizenship  training  through 3436-49 

Washington  requirements  for    4140-41 

Teachers  College,  Columbia  University: 

courses  for  teachers   3317-28,  4274-76 

Technical  schools: 

facilities  for  technical  education  of  foreigners  in  New  York  city.    3331-34 

Tennessee: 

citizenship  training  legislation  and  activities 4111-12 


General  Index  —  Part  II  4449 

Texas :  page 

citizenship  training  legislation  and  activities 4113-14,  4418-21 

letter  from  state  superintendent 4114 

Tonawanda  : 

citizenship  training  in    261 6-18 

Troy: 

citizenship  training  in    2618 

Tuskegee  Normal  and  Industrial  Institute: 

administration,    courses,    etc 3369-3403 

Union  College: 

citizenship  training  and  teacher  requirements 3328-29,  4277 

United  Neighborhood  Houses  of  New  York: 

Americanization    activities     2949-3001 

Americanization    program    2950-55 

attitude  tovpard  educational  bills  proposed  by  Legislative  Com- 
mittee       3000-01 

communications  from  various  members 2960-3000 

list  of  officers  and  members 2949-50 

testimony  before   Legislative   Committee 2955-59 

United  States  Chamber  of  Commerce: 

report  on   Americanization  work 2406-10 

United  States  Government: 

Americanization  Conference  of  1919 2366-2406 

legislation,   proposed,  to  aid   Americanization 2361-65 

recent   Americanization   activities    4261 

United  Textile  Workers  of  America: 

support   of    Legislative    Committee 3292 

University  of  Colorado: 

training  courses  in  Americanization  at 4291-92 

University  of  Minnesota: 

teacher  training  in  Americanization  at 3730-57,         4369 

University  of  Wisconsin: 

recommendations  from    4160-62 

Utah: 

citizenship  training  legislation  and  activities 4115-20 

letters  from  state  superintendent  and  Americanization  director.   4119-20 

Utica : 

citizenship  training  in    2618 

Vermont: 

letter  from  Commissioner  of   Education 4122-23 

Virginia : 

citizenship  training  legislation  and  activities 4123-37,         4421 

letter  from  secretary,  Board  of  Education 4125 

Washington: 

citizenship  training  legislation  and  activities 4138-51,  4421-23 

Waterbury : 

Americanization  activities  in   4299-4300 

Watertown: 

citizenship  training   in    2619 


4450  Gejteral  Index  —  Part  II 

Watervliet:  page 

citizenship  training  in    2620 

West  Virginia: 

citizenship  training  legislation  and  activities 4152-55 

White  Plains: 

citizenship  training  in    2620 

Whitley  scheme: 

explained    2180-81 

Wilson  &  Company: 

Americanization   work  by    3629-30 

Wisconsin: 

citizenship  training  legislation  and  activities 4156-62 

letters  from  educators    4160-62 

reconstruction  report  to  Legislature 4157-59 

Woman  Suffrage  Party: 

activities  of  Americanization  bureau 3292-93 

Women,  Illiterate: 

New  York  lessons  for 2486-2505 

Women's  Organizations: 

Americanization  program  of  North  Carolina 3912-46 

California  plan  for  citizenship  training  through 343 

Connecticut  program  for  citizenship  training  through 3481-82 

New  York  state  plan  for  Americanization  work  by 2481-86 

Wyoming : 

citizenship  training  legislation  and  activities 4163-64,         4424 

letter  from  state  commissioner    4164 

Yonkers: 

citizenship  training  in    2620-22 

Yonkers  Training  School  for  Teachers: 

citizenship   training   and   teacher  requirements 3329-30 

Young  Men's  Christian  Association: 

Americanization  activities  and  program 3018-51 

Young  Men's  Hebrew  Association: 

branches  throughout  United  States 3064-77 

citizenship  training  activities  in  New  York 3060-77 

Youngstown: 

Americanization  work  in    4383 

Young  Women's  Christian  Association: 

Americanization  activities  in  New  York 3052-59 

Young  Women's  Hebrew  Association: 

Americanization  activities  in  New  York 3078 


t 


f^, 


University  of  California 

SOUTHERN  REGIONAL  LIBRARY  FACILITY 

405  Hilgard  Avenue,  Los  Angeles,  CA  90024-1388 

Return  this  material  to  the  library 

from  which  it  was  borrowed. 


AC  MAY  0 1 2001 


AI 


IN] 


fOU 


Form  L9- 


^  I  loo  uuzz:3   8854 


C 


iwnrD^'Tv  '^^    000  430  198    2 

LOS   A     GELEl     CALIF. 


